NATIONAL HERITAGE ACADEMIES: Hamtramck Academy

NATIONAL HERITAGE ACADEMIES: Hamtramck Academy

WIDA/COMMON CORE ALIGNMENT K-8 ELA Standards

ELISABETH BOWMAN and SUZETTE PARISEAU

NATIONAL HERITAGE ACADEMIES 2003

WIDA/COMMON CORE ALIGNMENT K-8 ELA Standards

ELISABETH BOWMAN and SUZETTE PARISEAU Hamtramck Academy ESL Teachers

WIDA/COMMON CORE ALIGNMENT


Please note the following

Common Core Standards include Reading Foundations (RF), Reading Literature (RL), Language (L), Writing (W), and Speaking and Listening (SL).

Standards should be read as follows….. W.2.4 = Writing for second grade, fourth strand.

If a standard appears to be missing from the numerical order, it means that there isn’t that particular standard or strand for that grade.

Reading Informational (non-fiction) and Reading Literature (fiction) Standards are combined under Reading Literature (RL) as the Standards are the same for each.



Table of Contents

Grade Page

Kindergarten Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

First Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47

Second Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

83

Third Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

117

Fourth Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

157

Fifth Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

199

Sixth Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

239

Seventh Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

275

Eighth Grade Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

313

WIDA/COMMON CORE ALIGNMENT: Kindergarten Standards

6


7

Kindergarten


8


9

Reading Foundational Skills Standard: RF.K.1a - Demonstrate understanding of the organization and basic features of print.

follow words from left to right, top to bottom and page by page Cognitive Function (I Can): I can hold a book correctly. I can recognize that books are read from left to right and top to bottom. I can turn pages in a book from front to back and read the left page before the right.

Entering Beginning Developing (LI) Expanding (HI) Bridging (P)

Reading / Listening

Identify name in print

Match examples of the same form of print Demonstrate concept of print (e.g., left to right, top to bottom)

Writing / Speaking

Connect oral language to print (e.g., language experience)

Make predictions (e.g., What letter comes next?)

Produce familiar words/phrases from environmental print and illustrated text

Academic Vocabulary: right-side up, left, right, order


10

Reading Standards: Foundational Skills Standard: RF.K.1b - Demonstrate understanding of the organization and basic features of print.

recognize that spoken words are represented in written language by specific sequences of letters

understand that words are separated by spaces in print

recognize and name all upper- and lowercase letters of the alphabet Cognitive Function (I Can): I can recognize that words are separated by spaces before and after them. I can recognize that words are created by putting letters together in a specific order. I can recognize the difference between upper- and lowercase letters. I can name all uppercase and lowercase letters in the alphabet.


Reading / Listening

Match icons and symbols to corresponding pictures

Distinguish between same and different forms of print (e.g., single letters and symbols)

Differentiate between letters, words and sentences

Writing / Speaking

Draw pictures and scribble Circle or underline pictures, symbols and numbers Trace letters and figures Make symbols, figures or letters from models and realia (e.g., straws, clay)

Connect oral language to print (e.g., language experience) Reproduce letters, symbols, and numbers from models in context Draw objects from models and label with letters Complete phrases in rhymes, songs and chants.

Make illustrated “notes” and cards with distinct letter combinations Reproduce familiar words from labeled models or illustrations Make predictions (e.g., What letter comes next?)

Produce familiar words/phrases from environmental print and illustrated text Sing repetitive songs and chants independently

Academic Vocabulary: order, uppercase letter, lowercase letter


11

Reading Standards: Foundational Skills Standard: RF.K.2a - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

count, pronounce, blend, and segment syllables in spoken words

blend and segment onsets and rimes of single-syllable spoken words Cognitive Function (I Can): I can recognize that a syllable has one vowel sound. I can break words into syllables by clapping, snapping or counting. I can say each syllable sound in a word. I can blend syllables to say a complete word.


Reading / Listening

Find matching word or print Distinguish between same and different forms of print (e.g., single letters and symbols) Identify simple patterns describe orally Respond with gestures to songs, chants, or stories modeled by teachers

Act out songs and stories using gestures

Find pictures that match oral descriptions

Indicate features of words, phrases or sentences that are the same and different Arrange words, objects or pictures according to descriptive oral discourse

Writing / Speaking

Circle or underline pictures, symbols and numbers Repeat words or simple phrases

Syllable claps uniformly in a group

Repeat syllable claps Clap syllables independently Produce words/phrases independently

Academic Vocabulary: end sound, rhyme, syllable, vowel, vowel sound, blend, beginning, middle, end


12

Reading Standards: Foundational Skills Standard: RF.K.2b - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

recognize and produce rhyming words Cognitive Function (I Can): I can recognize words with the same end sound. I can recognize that words with the same end rhyme. I can rhyme one word with another.


Reading / Listening

Find matching word or print Distinguish between same and different forms of print (e.g., single letters and symbols)

Sort words by endings (word families)

Identify some high frequency words in context.

Indicate features of words, phrases or sentences that are the same and different

Writing / Speaking

Circle or underline pictures, symbols and numbers

Reproduce letters, symbols and numbers from models in context

Reproduce familiar words from labeled models or illustrations

Produce symbols and strings of letters associated with pictures.

Produce words/phrases independently



13

Reading Standards: Foundational Skills Standard: RF.K.2c - Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme (CVC) words (not including CVCs ending with /l/, /r/, or /x/)

add or substitute individual sounds in simple, one-syllable words to make new words Cognitive Function (I Can): I can identify the beginning sound, vowel sound, and end sound of words (three-phoneme words). I can blend letter sound to say a single syllable word. I can add or change beginning, middle or end sounds to create new words.


Reading / Listening

Match icons and symbols to corresponding pictures Point to stated syllables/words

Match examples of the same form of print Distinguish between same and different forms of print (e.g., ending sounds and vowels) Identify simple patterns described orally

Use pictures to identify new words Classify visuals according to labels or icons (e.g., short a vs. long a) Produce new words by finding and changing the beginning or ending sounds

Identify some high frequency words in context Match pictures to words/phrases/short sentences Distinguish between beginning sound, vowel sound, and end sound of words

Differentiate between letters, words and sentences Indicate features of words that are the same and different Produce new words by finding and changing the beginning, vowel sound or ending sounds

Writing / Speaking

Draw pictures and scribble Trace figures and letters Make symbols, figures or letters from models and realia (e.g., straws, clay) Repeat words/syllables

Connect oral language to print Reproduce letters from models in context Repeat beginning sound, vowel sound, and end sound of words

Make illustrated “notes” and cards with distinct letter combinations Make connections between speech and writing

Produce familiar words from environmental print and illustrated text Identify beginning sound, vowel sound, and end sound of words independently

Produce words independently



14

Reading Standards: Foundational Skills Standard: RF.K.3a - Know and apply grade-level phonics and word analysis skills in decoding words.

demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

associate the long and short sounds with the common spellings (graphemes) for the five major vowels

Cognitive Function (I Can): I can say the most common sound of each consonant.

I can identify the five major vowels.

I can say the long and short vowels for each vowel.

I can recognize the common spellings of long and short vowel sounds.


Reading / Listening

Match icons and symbols to corresponding pictures Point to stated letters

Match examples of the same form of print Distinguish between same and different forms of print (e.g., consonant sounds and vowels)

Classify visuals according to labels or icons (e.g., tall letters vs. short letters) Use pictures to identify beginning, ending and vowel sounds and letters

Match pictures to beginning, ending and vowel sounds and letters

Differentiate between letters and sounds Blend letters to make short words Indicate common spellings of vowel sounds

Writing / Speaking

Draw pictures and scribble Trace figures and letters Make symbols, figures or letters from models and realia (e.g., straws, clay) Repeat letters

Connect oral language to print Reproduce letters from models in context Repeat consonant sounds and vowel sounds Identify vowel sounds in rhymes, songs and chants

Communicate using letters in context Make illustrated “notes” and cards with distinct letter combinations Make connections between speech and writing

Draw pictures associated with letters and sounds Sing repetitive songs and chants independently

String letters to make short words Relate the common spellings of long and short vowel sounds using familiar words

Academic Vocabulary: consonant, vowel, long vowel, short vowel, similar, different


15

Reading Standards: Foundational Skills Standard: RF.K.3b - Know and apply grade-level phonics and word analysis skills in decoding words.

read common high-frequency words by sight (e.g., the, of, to, you ,she, my, is, are, do, does)

distinguish between similarly spelled words by identifying the sounds of the letters that differ Cognitive Function (I Can): I can recognize common words found in text. I can read common words without having to sound them out. I can identify words with similar spellings. I can identify the letter sound that is different in words with similar spellings.


Reading / Listening

Match words to corresponding pictures Find matching words

Match examples of the same form of print Distinguish between same and different forms of print (e.g., letters and words) Match labeled pictures to those in illustrated scenes

Use pictures to identify words Demonstrate concepts of print

Identify some high-frequency words with similar spellings Match pictures to phrases/short sentences Read common words independently

Differentiate words with similar spellings String words together to make short sentences Indicate features of words that are the same and different

Writing / Speaking

Trace words Repeat words

Connect oral language to print Reproduce letters and words from models in context Draw objects from text and label it

Reproduce familiar words from models or illustrations Make predictions

Produce familiar words from environmental print an illustrated text

Make “story books” with drawings and words Produce words independently

Academic Vocabulary: consonant, vowel, long vowel, short vowel, similar, different


16

Reading Standards: Foundational Skills Standard: RF.K.4 - Read emergent-reader texts with purpose and understanding. Cognitive Function (I Can): I can recognize common sight words in a text. I can read a text with common sight words. I can use the pictures in a text to help me understand it. I can retell the story I read.


Reading / Listening

Match words to corresponding pictures Find matching words

Match examples of the same form of print Distinguish between same and different forms of print (e.g., letters and words) Match labeled pictures to those in illustrated scenes

Use pictures to identify words Use words to identify pictures

Identify some high-frequency sight words Match pictures to phrases/short sentences Read common sight words independently

String words together to make short sentences

Writing / Speaking

Trace words Repeat words

Connect oral language to print Reproduce letters and words from models in context Restate some facts from illustrate short stories

Reproduce familiar words from models or illustrations Make predictions Draw pictures to retell what I read

Produce familiar words from environmental print an illustrated tex Retell narrative stories through pictures with emerging detail

Make “story books” with drawings and words Produce words independently

Academic Vocabulary: sight word, retell


17

Reading Standard for Literature Standard: RL.K.1 - With prompting and support, ask and answer questions about key details in a text. Cognitive Function (I Can): I can explain that a key detail is an important part of a text I can ask and answer questions about a text (e.g., who, what, where, when, why and how). I can ask and answer questions before, during and after reading a text. I can ask and answer questions about key details in a text.


Reading / Listening

Match icons and symbols to corresponding pictures Respond non-verbally to oral commands or statements (e.g., through physical movement)

Match examples of the same form of print Match pictures, objects or movements to oral descriptions

Use pictures to identify words Draw pictures in response to oral instructions Respond non-verbally to confirm or deny facts (e.g., thumbs up, thumbs down)

Match pictures to phrases/short sentences Distinguish between what happens first and next in oral activities or readings

Identify pictures/realia associated with grade-level academic concepts from oral descriptions

Writing / Speaking

Draw pictures and scribble Answer yes/no questions

Answer questions with one or two words (e.g., Where is Sonia?”)

Make predictions (e.g., “What will happen next?”) Answer explicit questions from stories read aloud (e.g., who, what, where, when)

Draw pictures and use words to tell a story

Produce words/phrases independently Tell original stories with emerging detail

Academic Vocabulary: key detail, before, during, after


18

Reading Standard for Literature Standard: RL.K.2 - With prompting and support, retell familiar stories, including key details; identify the main topic and retell key details of the text. Cognitive Function (I Can): I can listen to a story and tell the key details. I can retell (put into my own words) stories using key details. I can identify and define the main topic (who or what the text is mostly about). I can retell the key details of a text.


Reading / Listening


Match pictures, objects or movements to oral descriptions

Use pictures to identify words Draw pictures in response to oral instructions Respond non-verbally to confirm or deny facts (e.g., thumbs up, thumbs down)

Match pictures to phrases/short sentences Distinguish between what happens first and next in oral activities or readings


Writing / Speaking

Draw pictures and scribble

Restate some facts form illustrated short stories

Make connections between speech and writing Retell narrative stories through pictures

Draw pictures and use words to tell a story Retell narrative stories through pictures with emerging detail

Produce words/phrases independently Tell original stories with emerging detail

Academic Vocabulary: key detail, retell, main topic


19

Reading Standard for Literature Standard: RL.K.3 - With prompting and support, identify characters, settings and major events in a story; describe the connection between two individuals, events, ideas or pieces of information in a text. Cognitive Function (I Can): I can define character, setting and major event. I can identify the characters, settings, and major events in a story. I can identify individuals, events, ideas, or pieces of information in a text. I can describe connections between two individuals in a text (e.g., Clifford is Emily Elizabeth’s dog).


Reading / Listening

Find matching words or pictures Point to stated pictures in context

Match labeled pictures to those in illustrated scenes Sort pictures or objects according to oral instructions

Use pictures to identify words Draw pictures in response to oral instructions Act out songs and stories using gestures

Identify some high-frequency words in print Role play in response to stories read aloud


Writing / Speaking

Identify people in illustrated short stories

Connect oral language to print Describe pictures, classroom objects or familiar people using simple phrases

Answer explicit questions from stories read aloud (e.g., who, what, where, when)


Create content based representations through pictures and words

Academic Vocabulary: character, setting, event


20

Reading Standard for Literature Standard: RL.K.4 - Ask and answer questions about unknown words in a text. Cognitive Function (I Can): I can identify unknown words in a text. I can ask questions about unknown words in a text. I can answer questions about unknown words in a text.


Reading / Listening

Match icons and symbols to corresponding pictures Respond non-verbally to oral commands or statements (e.g., through physical movement)

Match examples of the same form of print

Use pictures to identify words

Match pictures to words/phrases/short sentences


Writing / Speaking

Draw pictures and scribble Answer yes/no questions

Answer questions with one or two words (e.g., Where is Sonia?”)

Answer explicit questions from stories read aloud (e.g., who, what, where, when)

Ask questions independently

Academic Vocabulary: unknown


21

Reading Standard for Literature Standard: RL.K.5 - Recognize common types of texts (e.g., storybooks, poems). Cognitive Function (I Can): I can listen to and look at different types of texts. I can explain that some texts look the same and some look different. I can recognize when a text is a storybook, poem, play, etc.


Reading / Listening

Point to stated pictures in context

Match examples of the same form of print Distinguish between same and different forms of print Respond with gestures to songs, chants, or stories modeled by teachers

Demonstrate concepts of print (e.g., title, author, illustrator) Act out songs and stories using gestures

Role play in response to stories read aloud

Indicate features of words, phrases or sentences that are same and different

Writing / Speaking

Describe pictures, classroom objects or familiar people using simple phrases

Compare attributes of real objects (e.g., size, shape, color)

Academic Vocabulary: text, storybook, poem, play


22

Reading Standard for Literature Standard: RL.K.6 - With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. Cognitive Function (I Can): I can define author and illustrator. I can explain that authors write books and stories. I can explain that illustrators create the pictures for books and stories. I can name the author and illustrator of a story.


Reading / Listening

Find familiar people and places named orally

Match people with jobs or objects with functions based on oral descriptions

Demonstrate concepts of print (e.g., title, author, illustrator)

Differentiate between titles, authors and illustrators

Writing / Speaking

Describe people, places or objects from illustrated models and examples

Give content-based information using visuals or graphics

Make “story books” with words and drawings

Academic Vocabulary: author, illustrator


23

Reading Standard for Literature Standard: RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear

(e.g., what moment in a story an illustration depicts). Cognitive Function (I Can): I can look at the illustrations in a story and describe what I see. I can identify the part of a story shown by the illustration. I can explain how illustrations help me understand a story.


Reading / Listening

Match icons and symbols to corresponding pictures Find matching words or pictures

Match labeled pictures to those in illustrated scenes


Order a series of labeled pictures described orally to tell stories Find pictures that match oral descriptions


Writing / Speaking

Identify people or objects in illustrated short stories


Retell short stories through pictures

Retell short stories with emerging detail

Tell original stories with emerging detail Offer personal opinions

Academic Vocabulary: illustration


24

Reading Standard for Literature Standard: RL.K.9 - With prompting and support, compare and contrast the adventures. Cognitive Function (I Can): I can identify the characters in stories I read or hear. I can describe the adventures and experiences of characters in a story. I can tell how the adventures and experiences of characters are alike and different.


Reading / Listening

Find matching words or pictures

Match labeled pictures to those in illustrated scenes Distinguish between same and different characters and adventures


Identify some high-frequency words in context

Indicate features of the characters or adventures that are same and different

Writing / Speaking


Describe adventures and experiences of characters using short phrases

Answer explicit questions from stories read aloud (e.g., who, where, when)

Compare attributes of characters (e.g., size, shape, color)

Offer personal opinion Express likes, dislikes or preferences with reason

Academic Vocabulary: character, adventure, experience, compare, contrast


25

Reading Standard for Literature Standard: RL.K.10 - Actively engage in group reading activities with purpose and understanding. Cognitive Function (I Can): I can follow the rules my teacher gives for listening. I can listen by facing the speaker, sitting still and making eye contact. I can ask and answer questions about what is being read.


Reading / Listening

Uses correct listening behavior (e.g., faces speaker, eye contact) Respond non-verbally to oral commands or statements (e.g., through movement)

Respond with gestures to songs, chants or stories modeled by teachers

Respond non-verbally to confirm or deny facts (e.g., thumbs up, thumbs down)

Writing / Speaking

Connect oral language to print Answer questions with one or two words (e.g., “Where is Sonia?”)

Make predictions (e.g., “What will happen next?”) Answer explicit questions from stories read aloud (e.g., who, what, where)

Relate everyday experiences using short phrases/sentences

Academic Vocabulary: attentively, eye contact, mimic


26

Language Standard: L.K.1a - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

print many upper and lower case letters

use frequently occurring nouns and verbs

form regular plural nouns orally by adding /s/, or /es/ Cognitive Function (I Can): I can identify differences and print upper- and lower case letters correctly. I can use common nouns and verbs correctly when writing or speaking. I can make the correct plural noun when writing or speaking by adding –s or –es.


Reading / Listening


Match labeled pictures to those in illustrated scenes Distinguish between same and different forms of print (e.g., single letters to words) Match pictures, objects or movements to oral descriptions

Use pictures to identify letters and words Respond non-verbally to confirm or deny facts (e.g., thumbs up, thumbs down)

Match pictures to letters/words/phrases/short sentences Find words/pictures that match oral descriptions

Differentiate between letters, words and sentences Differentiate between nouns and verbs

Writing / Speaking

Draw pictures and scribble Trace letters or words Name classrooms and everyday objects and actions (nouns and verbs)

Reproduce letters, symbols and words from models in context Copy icons of familiar environmental print Ask questions

Communicate using letters, symbols and words in context

Share ideas and respond to questions using complete sentences.

Produce words/sentences independently

Academic Vocabulary: uppercase letter, lowercase letter, noun, verb, plural, question word, preposition, complete sentence


27

Language Standard: L.K.1b - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

understand and use question words (e.g., who, what, where, when, why, how)

use the most frequently occurring prepositions

produce and expand complete sentences in shared language activities Cognitive Function (I Can): I can use question words when writing or speaking. I can use common prepositions correctly when writing or speaking. I can share my ideas and respond to questions using complete sentences.


Reading / Listening

Distinguish between same and different forms of print (e.g., single letters to words) Match pictures, objects or movements to oral descriptions


Follow prepositional oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”)

Indicate features of question words.

Writing / Speaking

Name classrooms and everyday objects and actions (nouns and verbs)

Reproduce letters, symbols and words from models in context Copy icons of familiar environmental print Ask questions

Communicate using letters, symbols and (question) words in context

Draw pictures and use (question) words and prepositions to tell a story Share ideas and respond to questions using complete sentences.

Produce words/sentences independently Relate everyday experiences using questions words

Academic Vocabulary: uppercase letter, lowercase letter, noun, verb, plural, question word, preposition, complete sentence


28

Language Standard: L.K.2 - Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

capitalize the first word in a sentence

recognize and name end punctuation

write a letter or letters for most consonant and short-vowel sounds

spell simple words phonetically, drawing on knowledge of sound-letter relationships Cognitive Function (I Can): I can capitalize the first word in a sentence. I can capitalize the pronoun I in a sentence. I can recognize and name end punctuation such as question mark, exclamation point and period. I can recognize the common sounds made by letters. I can write letter or letters for consonant and vowel sounds. I can spell words by matching sounds to letters.


Reading / Listening

Match pictures to the common sounds made by letters

Distinguish letters by their sounds

Sort sentences by ending punctuation

Classify visuals according to their punctuation.

String words together to make short questions

Writing / Speaking

Draw pictures and scribble Trace figures, symbols and letters Make symbols, figures or letters form models and realia (e.g., straws, clay) Repeat letters/words

Connect oral language to print Reproduce letters, symbols and punctuation from models in context

Communicate using letters and symbols Make illustrated “notes” and cards with distinct letter combinations

Label familiar people and objects from models

Create content-based representations through pictures, words and sentences. Produce words/phrases/sentences independently

Academic Vocabulary: capitalize, pronoun, question mark, exclamation point, consonant sound, vowel sound


29

Language Standard: L.K.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content

identify new meanings for familiar words and apply them accurately (e.g., knowing a duck is a bird and learning the verb to duck)

use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, pre-, -ful, -less) as a clue to the meaning of an unknown word Cognitive Function (I Can): I can identify words that have more than one meaning. I can use a word that has more than one meaning correctly. I can identify the affixes of unknown words. I can use affixes (e.g., prefix, suffix) to help me define unknown words.


Reading / Listening

Match pictures to oral descriptions

Use pictures to identify words Draw pictures in response to oral instruction

Match pictures to words that have more than one meaning Find pictures that match oral descriptions

Differentiate between prefixes and suffixes Indicate features that are the same and different

Writing / Speaking

Draw a picture and scribble

Reproduce suffixes and prefixes

Reproduce familiar words/sentences from labeled models or illustrations Retell definitions of multi-meaning words and affixes through pictures

Draw pictures and use words to define words with more than one meaning Retell definitions of multi-meaning words and affixes through pictures with emerging detail

Relate every day experiences using multiple meaning words

Academic Vocabulary: affix, prefix, suffix


30

Language Standard: L.K.5 - With guidance and support from adults, explore word relationships and nuances in word meanings.

sort common objects into categories to gain a sense of the concepts the categories represent

demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

identify real-life connections between words and their use (e.g., note places at school that are colorful)

distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings Cognitive Function (I Can): I can sort common objects into categories. I can use words to explain what the objects in my categories have in common. I can identify the opposite of a word. I can connect words I hear and read to the real world. I can recognize verbs that have similar meanings and act out the meaning to show their differences.


Reading / Listening

Find labeled real life classroom objects Find matching pictures Match oral language to classroom and everyday objects

Sort pictures or objects according to oral instructions Respond to verbs with gestures

Sort labeled pictures into categories Act out opposites using gestures

Classify common objects by two attributes Find pictures that match oral descriptions

Indicate features of common objects that are the same and different Arrange objects or pictures according to descriptive oral discourse

Writing / Speaking

Name classroom and everyday objects

Connect oral language to print Copy icons of familiar environmental print Describe classroom objects using simple phrases

Make connections between speech and writing Reproduce familiar words from labeled models or illustrations

Produce familiar words from environmental print and illustrated text Draw pictures and words to define opposites Compare attributes of real objects (e.g., size, color)

Relate everyday experiences using words I hear Produce opposites independently

Academic Vocabulary: common, category, opposite, connection, similar, different, antonym


31

Language Standard: L.K.6 - Use words and phrases acquired through conversations, reading and being read to and responding to texts. Cognitive Function (I Can): I can discover new words and phrases through reading, listening and conversation. I can use my new words and phrases when speaking and writing.


Reading / Listening

Find matching words or pictures Match oral language to classroom and everyday objects

Match labeled pictures to those in illustrated scenes Match pictures, objects to oral descriptions

Use pictures to identify words Act out words using gestures


Identify pictures/realia associated with grade-level academic concepts form oral descriptions

Writing / Speaking

Draw pictures and scribble Trace letters Make letters from models and realia (e.g., straws, clay) Repeat words, simple phrases

Connect oral language to print Copy icons of familiar environmental print Describe pictures, classroom objects or people using simple phrases

Make illustrated “notes” and cards with distinct letter combinations Make connections between speech and writing Answer explicit questions from stories read aloud (e.g., who, what, where)

Draw pictures and use words to tell a story Retell stories through pictures using emerging detail

Make “story books” with drawings and words Produce words/phrases independently Relate everyday experiences using phrases/short sentences Tell original stories with emerging detail

Academic Vocabulary: list, phrase


32

Writing Standard: W.K.1 - Use a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…) Cognitive Function (I Can): I can identify the topic or name of a book. I can determine my opinion or preference about a topic or a book. I can use drawings and words to share my opinion or preference about a topic or book.


Reading / Listening

Identify name in print Find labeled real-life classrooms objects

Demonstrate concepts of print (e.g., left to right movement, beginning/end, top/bottom of page)

Demonstrate concepts of print (e.g., title, author, illustrator)

Writing / Speaking

Draw pictures and scribble Connect oral language to print (e.g., language experience)

Make connections between speech and writing Circle or underline the title of the book

Draw pictures and use words to share my opinion about a story Explain situations (e.g., involving feelings) Express likes, dislikes, or preferences with reasons

Academic Vocabulary: opinion, topic


33

Writing Standard: W.K.2 - Use a combination of drawing, dictating and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic Cognitive Function (I Can): I can select a topic and information to share. I can use drawings and words to name and give information about a topic.


Reading / Listening


Match labeled pictures to those illustrated scenes

Use pictures to identify words Classify visuals according to labels or icons (e.g., animals vs. plants)

Classify labeled pictures by two attributes (e.g., size and color)

Find school-related vocabulary items

Writing / Speaking

Draw pictures and scribble Connect oral language to print (e.g., language experience) Draw objects form models and label with letters

Make illustrated “notes” and cards with distinct letter combinations

Draw pictures and words to tell a story

Create content-based representations through pictures and words Make “story books” with drawings and phrases

Academic Vocabulary: topic, information


34

Writing Standard: W.K.3 - Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell them about the event or several loosely linked events, tell about the events in the order in which they occurred and provide

a reaction to what happened. Cognitive Function (I Can): I can tell a story about something that has happened. I can tell what happened first, next and last. I can create drawing to show what happened in my story. I can describe how I feel about what happened in my story.


Reading / Listening

Writing / Speaking

Draw pictures or scribble Repeat words, simple phrases

Connect oral language to print (e.g., language experience) Restate some facts from illustrated short stories Describe pictures, classroom objects or familiar people using simple phrases

Make illustrated “notes” and cards with distinct letter combinations Retell short narrative stories through pictures

Draw pictures and use words to tell a story Retell stories with emerging detail

Create content-based representations through pictures and words Make “story books” with drawings and words Relate everyday experiences using short phrases/short sentences Explain situations (e.g., involving feelings) Offer personal feelings

Academic Vocabulary: first, next, last


35

Writing Standard: W.K.5 - With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Cognitive Function (I Can): I can answer questions about my writing. I can listen to ideas my teachers and peers have about my writing. I can add details that will help the reader understand my writing.


Reading / Listening

Respond non-verbally to oral commands or statements (e.g., through physical movement)


Identify pictures/realia associated with grade level academic concepts from oral descriptions

Writing / Speaking

Draw pictures and scribble Connect oral language to print



Relate everyday experiences using phrases/short sentences

Academic Vocabulary: topic, detail


36

Writing Standard: W.K.6 - With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Cognitive Function (I Can): I can work with my teacher and others to learn about digital tools that produce and publish writing.


Reading / Listening

Writing / Speaking

Draw pictures and scribble Connect oral language to print


Draw pictures using and use words to tell a story

Draw pictures and scribble

Academic Vocabulary: digital tool, publish


37

Writing Standard: W.K.7 - Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Cognitive Function (I Can): I can define research and explain how it is different from other types of writing. I can research a topic with others. I can work with others to write about a researched topic.


Reading / Listening


Match labeled pictures to those illustrated scenes

Use pictures to identify words Classify visuals according to labels or icons (e.g., animals vs. plants)


Find school-related vocabulary items

Writing / Speaking

Draw pictures and scribble Name classroom and everyday objects

Connect oral language to print (e.g., language experience) Describe pictures, classroom objects or familiar people using simple phrases

Make predictions (e.g., What will happen next?”)

Compare attributes of real objects (e.g., size, shape, color)

Create content-based representations through pictures and words Offer personal opinions Express likes, dislikes or preferences with reasons

Academic Vocabulary: research, topic


38

Writing Standard: W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Cognitive Function (I Can): I can answer questions using information recalled or gathered.


Reading / Listening

Classify visuals according to labels or icons (e.g., animals vs. plants)


Writing / Speaking

Draw pictures and scribble Connect oral language to print (e.g., language experience) Answer questions with one or two words (e.g., “Where is Sonia?”)

Make connections between speech and writing Answer explicit questions from stories read aloud (e.g., who, what, where)

Draw pictures and use words to tell a story Produce familiar words/phrases from environmental print and illustrated text

Relate everyday experiences using phrases/short sentences Produce words/phrases independently

Academic Vocabulary: recall


39

Speaking and Listening Standard: SL.K.1 - Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)

continue a conversation through multiple exchanges Cognitive Function (I Can): I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas.


Reading / Listening

Respond non-verbally to oral commands or statements (e.g., through physical movements)


Writing / Speaking

Answer yes/no questions about personal information Communicate through drawings

Answer questions with one or two words (e.g., Where is Sonia?)

Make predictions (e.g., What will happen next?) Answer explicit questions from stories read aloud (e.g., who, what, where)

Participate in class discussions

Offer personal opinions Explain situations (e.g., involving feelings) Express likes, dislikes or preferences with reasons.

Academic Vocabulary: discussion, idea


40

Speaking and Listening Standard: SL.K.2 - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Cognitive Function (I Can): I can identify key information presented in different formats (e.g., text read aloud, oral presentation, video book, website). I can ask questions about key details of information presented in multiple ways. I can answer questions about key details of information presented in multiple ways. I can ask for clarification if I do not understand something.


Reading / Listening


Sort pictures or objects according to oral instructions Match pictures, objects or movements to oral descriptions

Respond non-verbally to confirm or deny facts (e.g., thumbs up, thumbs down) Draw pictures in response to oral instructions

Find pictures that match oral descriptions Follow oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”)

Order pictures of events according to sequential language Arrange objects or pictures according to descriptive oral discourse

Writing / Speaking


Restate some facts Describe key information presented Answer questions with one or two words (e.g., Where is Sonia?)

Make predictions (e.g., What will happen next?) Retell stories

Answer explicit questions from stories read aloud (e.g., who, what, where)

Retell stories with emerging detail

Participate in class discussions

Academic Vocabulary: media, key detail, presentation


41

Speaking and Listening Standard: SL.K.3 - Ask and answer questions in order to seek help, get help, or clarify something that is not understood. Cognitive Function (I Can): I can identify when I do not understand something. I can ask and answer questions that help me get information or make something clear.


Reading / Listening



Writing / Speaking


Explain situations (e.g., involving feelings)

Academic Vocabulary: information, clear


42

Speaking and Listening Standard: SL.K.4 - Describe familiar people, places, things and events and, with prompting and support, provide additional detail Cognitive Function (I Can): I can identify familiar people, places, things and events. I can use details to describe familiar people, places, things and events.


Reading / Listening

Find familiar people and places named orally Point to stated pictures in context

Sort pictures or objects according to oral instructions Match pictures, objects or movements to oral descriptions

Draw pictures in response to oral instructions



Writing / Speaking



Academic Vocabulary: familiar, people, place, thing, event, detail


43

Speaking and Listening Standard: SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail. Cognitive Function (I Can): I can identify places in my work where I want to add more detail. I can create drawings or add visual displays (e.g., photos, collages, paintings) to add details to my presentation.


Reading / Listening


Connect oral language to print

Draw pictures in response to oral instructions Act out songs and stories using gestures

Writing / Speaking

Answer yes/no questions about personal information Draw pictures and scribble Make symbols, figures or letters from models and realia (e.g., straws, clay)

Answer questions with one or two words (e.g., “Where is Sonia?”) Draw objects form models and labeled with letters

Make predictions (e.g., What will happen next?) Answer explicit questions from stories read aloud (e.g., who, what, where) Make illustrated “notes” and cards with distinct letter combinations

Compare attributes of real objects (e.g., size, shape, color) Draw pictures and use words to tell a story

Create content-based representations through pictures and words Make “story books” with drawings and words

Academic Vocabulary: presentation, detail, visual, display


44

Speaking and Listening Standard: SL.K.6 - Speak audibly and express thoughts, feelings and ideas clearly. Cognitive Function (I Can): I can explain why it is important to form my words clearly when speaking. I can speak in a voice that others can hear and understand. I can share my thoughts, feelings, and ideas clearly when I speak.


Reading / Listening

Writing / Speaking

Answer yes/no questions Restate facts from stories Retell short stories Retell stories with detail Explain situations (e.g., involving feelings) Express likes, dislikes, or preferences with reasons Offer personal opinions

Academic Vocabulary: thought, feeling, idea, clearly


45

WIDA/COMMON CORE ALIGNMENT: First Grade ELA Standards

46


47

First Grade


48


49

Reading Standards: Foundational Skills Standard: RF.1.1 - Demonstrate understanding of the organization and basic features of print.

recognize the distinguishing features of a sentence (capitalization of first word, capitalization of proper nouns, ending punctuation) Cognitive Function (I Can): I can capitalize the first word of my sentences.

I can end sentences with proper punctuation. I can capitalize proper nouns I find in my sentences.


Reading / Listening

Identify symbols, icons, and environmental print

Connect print to visuals

Point to objects reflective of content-related vocabulary or oral statements

Match voice to print by pointing to icons, letters, or illustrated words

Locate objects described orally

Match phrases and sentences to pictures

Sort illustrated content words into categories

Classify objects according to descriptive oral statements

Put words in order to form sentences

Locate objects, figures, places based on visuals and detailed oral descriptions

Compare/contrast objects according to physical based on oral information

Begin using features of non-fiction text to aid comprehension

Interpret information from oral reading of narrative or expository text

Writing / Speaking

Copy written language

Identify and name everyday objects

Complete modeled sentence starters

Repeat facts or statements

Form simple sentences using word/phrase banks

Sort and explain grouping of objects (e.g., sink v. float)

Distinguish features of content-based phenomena (e.g., caterpillar, butterfly)

Produce original sentences

Create messages for social purposes (e.g., get well cards)

Compose journal entries

about personal experiences

Participate in class discussions on familiar social and academic topics

Create a related series of sentences in response to prompts

Produce content-related

sentences

Explain processes or

procedures using connected sentences

Use academic vocabulary in class discussions

Academic Vocabulary: capitalize, punctuation, period, question mark, exclamation mark, proper noun (introduce)


50

Reading Standards: Foundational Skills Standard: RF.1.2 - Demonstrate understanding of spoken words, syllables, and sounds.

distinguish long from short vowel sounds in spoken, single-syllable words

orally produce single-syllable words by blending sounds, including consonant blends

isolate and produce initial, medial vowel, and final sounds in single-syllable words

segment spoken single-syllable words into their complete sequence of individual sounds

Cognitive Function (I Can): I can tell the difference between long and short vowel sounds. I can identify the sound each letter makes. I can sound out words by blending letter sounds. I can break words into beginning, middle and ending sound segments.


Reading / Listening




Sort words into word families Match voice to print by pointing to icons, letters or illustrated words Locate objects (or words) described orally

Make text-to-self connections with prompting Break words into syllables

Writing / Speaking

Repeat simple words, phrases and memorized chunks of language Participate in whole group chants and songs

Provide information using graphic organizers Generate lists of words from banks or walls

Sort and explain grouping of words Give content-based information using visuals or graphics


Academic Vocabulary: short vowel, long vowel, syllable, blend, segment


51

Reading Standards: Foundational Skills Standard: RF.1.3 - Know and apply grade-level phonics and word analysis in decoding words.

know the spelling-sound correspondences for common consonant digraphs

decode regularly spelled one-syllable words

know final –e and common vowel team conventions for representing long vowel sounds

use knowledge that every syllable must have a vowel sound to determine the number of syllables a printed word

decode two-syllable words following basic patterns by breaking the words into syllables

read words with inflectional endings

recognize and read grade-appropriate irregularly spelled words Cognitive Function (I Can): I can identify and create the sound each letter and common digraphs make (e.g., sh, ph, th). I can decode one-syllable words by sounding out each letter. I can determine the number of syllables in a word by counting the vowel sounds. I can recognize long vowel sounds created by using a final –e and common vowel teams. I can decode two syllables by breaking them into vowel sound segments. I can identify words with common inflectional endings (e.g., -s, -ed, -ing) and read them correctly. I can recognize and read irregularly spelled words.


Reading / Listening




Sort words into word families Match voice to print by pointing to icons, letters or illustrated words Locate objects (or words) described orally

Make text-to-self connections with prompting Break words into syllables

Writing / Speaking


Provide information using graphic organizers Generate lists of words from banks or walls

Sort and explain grouping of words Give content-based information using visuals or graphics


Academic Vocabulary: digraph, decode, syllable, vowel sound, segment, inflectional ending, irregular


52

Reading Standards: Foundational Skills Standard: RF.1.4 - Read with sufficient accuracy and fluency to support comprehension.

read grade-level text with purpose and understanding

read grade-level text orally with accuracy, appropriate rate and expression

use context to confirm or self-correct word recognition and understanding, rereading as necessary

Cognitive Function (I Can): I can explain that reading fluently means my reading is easy, smooth and automatic. I can read grade-level text fluently and demonstrate my comprehension with meaningful voice, timing and expression. I can recognize when a word I have read does not make sense. I can self-correct misread or misunderstood words using context clues. I can read fluently.


Reading / Listening

Identify symbols, icons, and environmental print Connect print to visuals Match real-life familiar objects to labels Point to objects reflective of content-related vocabulary or oral statements

Match voice to print by pointing to icons, letters or illustrated words Locate objects (or words) described orally Match oral reading of stories to illustrations Locate objects described orally

Select titles to match a series of pictures Match phrases and sentences to pictures Follow multi-step oral directions Sequence pictures of stories read aloud

Follow sentence- level directions Distinguish between general and specific language in context Find details in illustrated, narrative or expository text read aloud

Begin using features of non-fictional text to aid comprehension Use learning strategies, including context clues to gain meaning from grade-level text (read orally, silently or aloud) Identify main idea

Writing / Speaking

Copy written language Label familiar objects or pictures Participate in whole group read-alouds

Describe people, places or objects from illustrated examples and models Repeat facts or statements Describe what people do from action pictures

Participate in interactive journal writing Retell simple stories Make predictions or hypotheses

Produce original sentences Compose journal entries about personal experiences Retell stories with details


Academic Vocabulary: fluent, voice, timing, expression, context clue, rate


53

Reading Standard for Literature Standard: RL.1.1 - Ask and answer questions about key details in a text. Cognitive Function (I Can): I can explain that a key detail is an important part of text. I can identify key details in a text (question words- who, what, where, when, why and how). I can ask and answer questions about key details in a text.


Reading / Listening

Identify symbols, icons, and environmental print Connect print to visuals

Search for pictures associated with word patterns Match voice to print by pointing to icons, letters, or illustrated words

Ask questions of a social nature Select titles to match a series of pictures Make text-to-self connections with prompting

Ask questions for social and academic purposes Identify basic elements of fictional stories

Express and support ideas with examples Begin using features of text to aid comprehension Identify main ideas

Writing / Speaking

Academic Vocabulary: key detail, question words


54

Reading Standard for Literature

Standard: RL.1.2 - Identify the main topic, retell stories, including key details, and demonstrate understanding of their central message or lesson. Cognitive Function (I Can): I can retell (put into my own words) stories using key details. I can identify the main idea or topic of a text.

I can define the main topic, overall idea or lesson an author is trying to share. I can determine the overall idea or lesson found in a story using key details


Reading / Listening

Match oral reading of stories to illustrations

Sequence pictures of stories read aloud Select titles to match a series of pictures

Find details in illustrated, narrative, or expository text read aloud Identify basic elements of fictional stories

Identify main ideas Sequence events in stories or content-based presentations

Writing / Speaking

Repeat facts or statements Retell simple stories from picture cues

Retell stories with details

Academic Vocabulary: retell, key detail, lesson, idea, main idea, topic


55


Standard: RL.1.3 - Describe characters, settings, and major events in a story, using key details. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Cognitive Function (I Can): I can identify the characters, setting and major events in a story. I can use key details to describe the characters, setting and major events in a story. I can identify individuals, events, ideas, or pieces of information in a text. I can describe a connection between two individuals, two events, and/or two ideas /pieces of information in a text.


Reading / Listening

Identify and interpret pre-taught labeled diagrams Search for words associated with word patterns

Make text-to-self connections with prompting Match phrases and sentences to pictures Sort illustrated content into categories

Distinguish between general and specific language

Begin using features of text to aid comprehension Use learning strategies Identify main ideas

Identify and interpret pre-taught labeled diagrams Search for words associated with word patterns

Writing / Speaking

Provide information using graphic organizers Complete modeled sentence starters Describe people, places, or objects from illustrated examples and models

Form simple sentence using word/phrase banks Give content-based information using visuals or graphics


Produce content-related sentences Explain processes or procedures using connected sentences Express and support ideas with examples

Provide information using graphic organizers Complete modeled sentence starters Describe people, places, or objects from illustrated examples and models

Academic Vocabulary: character, setting, major event, key detail, individual, event, connection, piece of information


56


Standard: RL.1.4 - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Cognitive Function (I Can): I can identify the five senses. I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels or smells. I can identify unknown or unclear words and phrases. I can clarify or learn the meaning of words and phrases by asking and answering questions.


Reading / Listening

Connect print to visuals Match real-life familiar objects to labels

Search for pictures associated with word patterns Identify and interpret pretaught labeled diagrams

Make text-to-self connections with prompting Sort illustrated content words into categories

Distinguish between general and specific language

Identify main idea Use learning strategies

Writing / Speaking

Sort and explain grouping of objects Ask questions of a social nature

Ask questions for a social and academic nature Participate in class discussions on familiar social and academic topics

Academic Vocabulary: five senses, clarify, phrase


57


Standard: RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Know and use various text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Cognitive Function (I Can): I can read or listen to books that tell stories or give information. I can explain the differences between books that tell stories and books that give information. I can Identify and give examples of text features. I can explain how text features help locate key facts or information. I can locate key facts or information using text features.


Reading / Listening


Match phrases and sentences to pictures Identify basic elements of stories and text

Compare/contrast objects according to physical attributes, based on oral information Find details in illustrated, narrative or expository text read aloud

Use learning strategies Use context clues to gain meaning from grade-level text read orally

Writing / Speaking

Describe what people do from action pictures Compare real-life objects

Sort and explain grouping of objects

Retell stories with details Sequence stories with transitions

Use academic vocabulary in class discussions Give oral presentations on content-based topics approaching grade level

Academic Vocabulary: story, information, text feature, key fact


58


Standard: RL.1.6 - Identify who is telling the story at various points in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Cognitive Function (I Can): I can identify the characters in a story. I can recognize when more than one character is telling the story. I can identify the character telling the story at any point. I can identify when the character telling the story changes. I can locate pictures and illustrations in a text. I can explain what I learn from looking at a picture/illustration or reading/hearing words of a text. I can tell the difference between what I learned from pictures/illustrations and what I learned from words.


Reading / Listening

Identify symbols, icons, pictures and environmental print

Search for pictures associated with word patterns

Match phrases and sentences to pictures

Find details in illustrated, narrative, or expository text Identify basic elements of fictional stories

Identify main ideas Begin using features of text to aid comprehension Classify features of various genres of text

Writing / Speaking

Repeat facts or statements Retell simple stories from picture cues Make predictions and hypotheses

Sequence stories with transitions Retell stories with details

Compose intro, body, and conclusion Begin to express time through multiple tenses

Academic Vocabulary: character, picture, illustration, difference


59


Standard: RL.1.7 - Use illustrations and details in a story/text to describe key ideas, characters, settings or events. Cognitive Function (I Can): I can look at the illustrations in a story and describe what I see. I can identify details in a story that tell me about the setting, characters or events. I can describe the key ideas, characters, setting or events of a story using illustrations and details.


Reading / Listening

Connect print to visuals Identify and interpret pre-taught labeled diagrams Sequence a series of statements using real objects or pictures

Make text-to-self connections with prompting Select titles to match a series of pictures Identify facts and explicit messages from illustrated text

Identify basic elements of fictional stories Find details in illustrated, narrative, or expository text

Role play, dramatize, or reenact scenes from reading Identify main ideas Interpret information

Writing / Speaking

Academic Vocabulary: character, key idea, detail, illustration


60


Standard: RL.1.8 - Identify the reasons an author gives to support points in a text. Cognitive Function (I Can): I can identify what the author wrote in a text. I can identify the points and author makes in a text. I can identify the reasons an author gives to support the points in a text.


Reading / Listening


Sort illustrated content words into categories Match phrases and sentences to pictures

Compare / contrast objects according to physical attributes Find details in illustrated, narrative, or expository text read aloud

Differentiate between fact and opinion Find details that support main ideas Identify ideas/concepts expressed with grade-level content-specific language

Writing / Speaking

Academic Vocabulary: point, reason


61

Reading Standard for Literature Standard: RL.1.9 - Compare and contrast the adventures and experiences of characters in stories. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Cognitive Function (I Can): I can identify characters in stories I read or hear. I can describe the adventures and experiences of characters in stories I read or hear. I can compare and contrast the adventures and experiences of characters by telling how they are alike and different. I can compare and contrast two texts on the same subject by telling how they are alike and different.


Reading / Listening

Make text-to-self connections with prompting

Find details in illustrated, narrative, or expository text

Summarize information from multiple related sources Interpret information from narrative or expository text Compare/contrast content-based functions and relationships

Writing / Speaking

Ask questions for social and academic purposes Participate in class discussions of familiar social and academic topics Retell stories with details

Academic Vocabulary: character, adventure, experience, compare, contrast


62


Standard: RL.1.10 - With prompting and support, read prose and poetry of appropriate complexity for grade 1. Cognitive Function (I Can): I can read first-grade high-frequency sight words. I can read short books and poems and ask for help when needed.


Reading / Listening

Mimic gestures or movement associated with statements. Connect print to visuals

Search for pictures associated with word patterns Sort words into word families

Classify objects according to descriptive oral statements Match phrases and sentences to pictures

Distinguish between general and specific language in context

Match figurative language to illustrations. Use learning strategies Match figurative language to illustrations

Writing / Speaking

Academic Vocabulary: sight word, informational text


63

Language Standard: L.1.1a - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

use frequently occurring adjectives

use frequently occurring conjunctions

use determiners (e.g., articles, demonstratives)

use frequently occurring prepositions

produce and expand complete simple and compound declarative, interrogative, imperative and exclamatory sentences in response to prompts Cognitive Function (I Can): I can identify common conjunctions and use them correctly to combine words and phrases. I can identify common prepositions and use them correctly. I can respond to questions by writing simple and compound sentences. I can write simple and compound sentences that make a statement, ask a question, make a command/request, or make an exclamation.

I can explain that determiners are words that introduce nouns and use common determiners (e.g., a, an, the, this, that, these) and use them in my writing.


Reading / Listening


Sort illustrated content into categories


Writing / Speaking

Copy written language Communicate through drawings

Generate lists of words/phrases from banks or walls Complete modeled sentence starters

Form simple sentences using word/phrase banks Participate in interactive journal writing

Produce original sentences Compose messages for social purposes Compose journal entries about personal experiences

Begin to express time through multiple tenses

Academic Vocabulary: conjunction, determiner, preposition, simple sentence, compound sentence


64

Language Standard: L.1.1b - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

print all upper and lower case letters

use common, proper and possessive nouns

use singular and plural nouns with matching verbs in basic sentences

use personal, possessive and indefinite pronouns

use verbs to convey a sense of past, present and future Cognitive Function (I Can): I can print all upper and lowercase letters correctly. I can explain the difference between common nouns, proper nouns and possessive nouns. I can identify and write common nouns correctly by beginning them with a lowercase letter. I can identify and write proper nouns correctly by beginning them with uppercase letter. I can identify and write possessive nouns correctly by adding an apostrophe. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. I can define a pronoun. I can identify and use personal, possessive and indefinite pronouns correctly. I can identify verbs that change when showing actions that happened in the past, present or future and use verbs correctly.


Reading / Listening




Writing / Speaking

Copy written language Communicate through drawings

Generate lists of words/phrases from banks or walls Complete modeled sentence starters


Produce original sentences Compose messages for social purposes Compose journal entries about personal experiences

Begin to express time through multiple tenses

Academic Vocabulary: uppercase letter, lowercase letter, common noun, possessive noun, verb, singular, plural, pronoun, personal pronoun, personal pronoun, possessive pronoun, indefinite pronoun


65

Language Standard: L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.

capitalize dates and names of people

use end punctuation for sentences

use commas in dates and to separate single words in a series

use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

spell untaught words phonetically, drawing on phonemic awareness and spelling conventions Cognitive Function (I Can): I can capitalize days of the week, months and names of people when writing. I can identify end punctuation marks such as a period, exclamation point and a question mark. I can use the correct end punctuation in my writing. I can place a comma between the day and the year of a date. I can use a comma to separate three or more words in a series. I can use common spelling patterns when writing words I can spell new words by sounding out letters and using spelling rules.


Reading / Listening



Sort illustrated words into categories

Compare/contrast objects according to physical attributes

Identify ideas/concepts expressed with grade-level content-specific language

Writing / Speaking

Copy written language Generate lists of words from banks or walls

Form simple sentences using word banks

Use academic vocabulary

Academic Vocabulary: capitalize, period, exclamation point, question mark, punctuation, comma, series, spelling pattern


66

Language Standard: L.1.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

use sentence-level context as a clue to the meaning of a word or phrase

use frequently occurring affixes as a clue to the meaning of a word

identify frequently occurring root words and their inflectional forms Cognitive Function (I Can): I can determine the meaning of unknown and multiple meaning words using context clues in a sentence. I can identify common prefixes and suffixes of unknown words. I can use prefixes and suffixes to help me define new words. I can identify root words and understand that adding –s, -ed and –ing changes the meaning of the root word.


Reading / Listening

Match print to visuals Use picture dictionaries Sort words into groups

Use bilingual picture dictionaries Find changes to root words in context Sort illustrated content words into categories

Use English picture dictionaries

Identify frequently used affixes and root words to make/extract meaning Use context clues and illustrations to determine meaning of words/phrases

Writing / Speaking

Label familiar objects or pictures

Academic Vocabulary: context clue, suffix, prefix, root word


67

Language Standard: L.1.5 - With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.

sort words into categories to gain a sense of the concepts the categories represent

define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes)

identify real-life connections between words and their use e.g., note places at home that are cozy)

distinguish shades of meaning among verbs differing in manner (e.g., look, glance, peek, stare, glare, scowl)

distinguish shades of meaning among adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out their meanings Cognitive Function (I Can): I can sort words into categories. I can define words by categories using common traits. I can connect words I hear and read to the real world. I can tell the difference between similar verbs by defining, choosing, or acting out the meanings. I can tell the difference between similar adjectives by defining, choosing, or acting out the meanings.


Reading / Listening

Match real-life familiar objects to labels

Match oral readings of stories to illustrations

Make text-to-self connections with prompting Match phrases and sentences to pictures

Use context clues and illustrations to determine meaning of words and phrases Match literal meanings of oral descriptions or oral reading to illustrations Distinguish between general and specific language in context

Associate language with different verb tenses Match figurative language to illustrations

Writing / Speaking


Connect or integrate personal experiences with literature/content

Academic Vocabulary: common, category, trait, connection, verb, adjective


68

Language Standard: L.1.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Cognitive Function (I Can): I can discover new words and phrases through listening, reading and conversation. I can use my new words and phrases when writing and speaking. I can use conjunctions when speaking and writing.


Reading / Listening


Match oral reading of stories to illustrations Search for pictures associated with word patterns


Compare/contrast objects according to physical attributes Identify illustrated activities from oral descriptions Locate objects, figures, places based on visuals and detailed descriptions

Use context clues to gain meaning from text read orally Apply ideas from oral discussions to new situations

Writing / Speaking

Identify and name everyday objects Participate in whole group chants and songs

Describe what people do from action pictures Describe people, places, or objects from illustrated examples and models

Express feelings Sort and explain groupings of objects



Academic Vocabulary: list, phrase, conjunction


69

Writing Standard: W.1.1 - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Cognitive Function (I Can): I can identify my opinion on a topic or book. I can support my opinion with a reason. I can write an opinion piece with an introduction, opinion, supporting reason and conclusion.


Reading / Listening



Apply ideas from oral discussions to new situations

Writing / Speaking

Communicate through drawings

Describe people, places or objects from illustrated examples and models Compare real-life objects

Form simple sentences using word/phrase banks Participate in interactive journal writing Express feelings Make predictions or hypotheses

Compose journal entries about personal experiences Participate on class discussions on familiar social and academic topics

Create a related series of sentences in response to prompts Compose stories Explain processes or procedures using connected sentences Use academic vocabulary in class discussions Express and support ideas with examples Initiate conversation with peers and teachers

Academic Vocabulary: opinion, reason, conclusion


70

Writing Standard: W.1.2 - Write informative /explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. Cognitive Function (I Can): I can select a topic and identify facts to share. I can write an informative paper with a topic, facts, and an ending sentence.


Reading / Listening


Identify main idea

Writing / Speaking

Copy written language

Provide information using graphic organizers Complete modeled sentence starters

Engage in prewriting strategies, including the use of graphic organizers Give content-based information using visuals or graphics

Produce original sentences Use classroom resources to compose sentences

Produce content related-sentences Compose stories

Academic Vocabulary: topic, fact


71

Writing Standard: W.1.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order and provide some sense of closure. Cognitive Function (I Can): I can place story events in the correct order. I can write a story with events placed in the correct order. I can use details and words to describe what happened and to show order in my story. I can write an ending for my story that provides a sense of closure.


Reading / Listening

Writing / Speaking



Express feelings Engage in prewriting strategies Form simple sentences using word banks

Produce original sentences Create messages for social purposes Sequence stories with transitions

Compose stories Create a related series of sentences in response to prompts Produce content-related sentences Compose intro, body, and conclusion Begin to express time through multiple tenses

Academic Vocabulary: event, narrative, closure


72

Writing Standard: W.1.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Cognitive Function (I Can): I can write about a topic. I can answer questions about my writing. I can listen to ideas my teachers and peers have about my writing. I can add details that will help the reader understand my topic.


Reading / Listening

Writing / Speaking

Copy written language Complete modeled sentence starters

Participate in interactive journal writing

Use classroom resources to compose and edit sentences

Use learning strategies Create and edit with assistance a related series of sentences in response to prompts

Academic Vocabulary: topic, detail


73

Writing Standard: W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. Cognitive Function (I Can): I can identify digital tools (e.g., Word, Publisher, PowerPoint) that will help me produce and publish my writing. I can use digital tools to work with others, and produce/publish my writing.


Reading / Listening

Writing / Speaking



Engage in prewriting strategies Form simple sentences using word banks

Produce original sentences Create messages for social purposes

Create a related series of sentences in response to prompts Compose intro, body, and conclusion Compose stories

Academic Vocabulary: digital tools, publish


74

Writing Standard: W.1.7 - Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). Cognitive Function (I Can): I can define research and explain how research is different from other types of writing. I can research a topic with others. I can work with others to write about a research topic.


Reading / Listening

Writing / Speaking




Produce original sentences Create messages for social purposes Use classroom resources

Express and support ideas with examples Create a related series of sentences in response to prompts Produce content-related sentences



75

Writing Standard: W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Cognitive Function (I Can): I can answer questions using information recalled or gathered.


Reading / Listening

Writing / Speaking

Repeat simple words, phrases, and memorized chunks of language. Respond to visually-supported questions of academic nature with one word or phrase

Repeat facts or statements Answer yes/no and choice questions

Express feelings Retell simple stories from picture cues Sort and explain groupings of objects

Describe pictures, events, objects, or people using phrases or short sentences Retell stories with details Participate in class discussions on familiar social and academic topics

Answer opinion questions with supporting details Discuss stories, issues, and concepts

Academic Vocabulary: recall, source


76

Speaking and Listening Standard: SL.1.1 - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

follow agreed upon rules for discussion (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion)

build on others’ talk in conversations by responding to the comments of others through multiple exchanges

ask questions to clear up any confusion about the topics and texts under discussion Cognitive Function (I Can): I can identify and follow the agreed upon rules for discussion. I can listen to the comments of others and share my own ideas. I can ask questions when I do not understand.


Reading / Listening

Mimic gestures or movement associated with statements

Writing / Speaking

Repeat simple words, phrases, and memorized chunks of language Participate in whole group chants and songs


Ask questions of a social nature

Answer simple content-based questions Ask questions for social and academic purposes Participate in class discussion on familiar social and academic topics

Ask for clarification Express and support ideas with examples Use academic vocabulary Initiate conversation with peers and teachers

Academic Vocabulary: discussion, idea


77

Speaking and Listening Standard: SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Cognitive Function (I Can): I can ask and answer questions about key details in a text or presentation.

I can identify information from a text being read aloud, or is presented in different formats (e.g., media, charts, graphs, websites, speeches).


Reading / Listening

Connect print to visuals Identify facts and explicit messages

Find details in illustrated, narrative, or expository text read aloud

Identify main ideas Identify ideas/concepts expressed with grade-level content-specific language

Writing / Speaking


Retell simple stories from picture cards


Academic Vocabulary: key detail, presentation


78

Speaking and Listening Standard: SL.1.3 - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Cognitive Function (I Can): I can ask questions about a presentation when I do not understand or need more information. I can answer questions about a speakers’ presentation.


Reading / Listening

Connect print to visuals Identify facts and explicit messages



Writing / Speaking


Answer yes/no and choice questions

Ask questions of a social nature Restate content-based facts

Ask questions for social and academic purposes Answer simple content-based questions

Summarize content-based information Answer opinion questions with supporting details

Academic Vocabulary: presentation


79

Speaking and Listening Standard: SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Cognitive Function (I Can): I can use details to describe people, places, things and events. I can express ideas and feelings clearly.


Reading / Listening

Mimic gestures or movement associated with statements (e.g., “This is my left hand.”)

Locate objects described orally

Match people with jobs or objects with functions based on oral descriptions Classify, people, places, things and events according to descriptive oral statements

Locate objects, figures, places based on visuals and detailed oral descriptions


Writing / Speaking

Identify and name everyday objects

Describe what people do from actions pictures

Express feelings Sort and explain grouping of objects


Use academic vocabulary in class discussions Give oral presentations on content-based topics approaching grade level

Academic Vocabulary: detail, people, place, thing, event


80

Speaking and Listening Standard: SL.1.5 - Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings. Cognitive Function (I Can): I can identify places in my work where ideas, thoughts or feelings are not clear. I can add drawing or visual displays to clarify my ideas, thoughts or feelings.


Reading / Listening

Writing / Speaking

Participate in whole group chants and songs Communicate through drawings Label familiar objects or pictures

Repeat facts or statements Describe what people do from pictures Provide information using graphic organizers

Retell simple stories from picture cues


Give oral presentations approaching grade level

Academic Vocabulary: idea, thought, feeling, visual display, clarify


81

Speaking and Listening Standard: SL.1.6 - Produce complete sentences when appropriate to tasks and situations. Cognitive Function (I Can): I can recognize a complete sentence. I can use complete sentences when needed.


Reading / Listening

Writing / Speaking

Repeat simple words, phrases, and memorized chunks of language Respond to visually-supported questions of academic content with one word or phrase

Repeat facts or statements Complete modeled sentence starters

Make predictions or hypotheses Form simple sentences using word/phrase banks

Use transitions Produce original sentences


Academic Vocabulary: complete sentence


82

WIDA/COMMON CORE ALIGNMENT: Second Grade ELA Standards

83

Second Grade


84


85

Reading Standards: Foundational Skills Standard: RF.2.3 - Know and apply grade-level phonics and word analysis skills in decoding words.

• distinguish long and short vowels when reading regularly spelled one-syllable words • know spelling-sound correspondences for additional common vowel terms • decode regularly spelled two-syllable words with long vowels • decode words with common prefixes and suffixes • identify words with inconsistent but common spelling-sound correspondences • recognize and read grade-appropriate irregularly spelled words

Cognitive Function (I Can): I can identify the most common short and long vowel patterns.

I can distinguish between words with short and long vowel patterns. I can identify common vowel teams. I can say the individual sounds a vowel creates. I can identify two-syllable words. I can decode two-syllable words with long vowels. I can identify words with common prefixes and suffixes. I can decode words by breaking them into units of meaning. I can identify words with similar patterns that create different sounds. I can recognize and read irregularly spelled words.


Reading / Listening

Match sound / symbol / word relations

Sort words into word families Match voice to print by pointing to icons, letters, or illustrated words Search for pictures associated with word patterns

Decode grade level words

Writing / Speaking

Use first language to help form words in English

Use first language to fill in gaps in oral English

Use word banks to complete sentences

Spell most grade level words correctly

Academic Vocabulary: short vowel pattern, long vowel pattern, vowel team, syllable, prefix, suffix, spelling pattern, irregular


86


Cognitive Function (I Can): I can read second grade text fluently and show comprehension through voice, timing, and expression. I can recognize when a word I have read does not make sense within the text. I can self-correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently.


Reading / Listening

Connect print to visuals Identify symbols, icons, and environmental print

Match oral reading of stories to illustrations Sequence a series of statements using real objects or pictures

Select titles to match a series of pictures Match phrases and sentences to pictures Make predictions or hypotheses

Identify basic elements of fictional stories Use context clues and illustrations to aid comprehension

Use context clues to gain meaning from grade-level text Begin using features of text to aid comprehension Use learning strategies

Writing / Speaking

Academic Vocabulary: fluent, voice, timing, expression, context clue


87

Reading Standard for Literature Standard: RL.2.1 - Ask and answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in

a text.

Cognitive Function (I Can): I can identify who, what, where, when, why and how to answer questions about a text. I can ask and answer questions before, during, and after reading a text.


Reading / Listening

Identify symbols, icons, and environmental print Connect print to visuals


Ask questions of a social nature Select titles to match a series of pictures Make text-to-self connections with prompting

Ask questions for social and academic purposes Identify basic elements of fictional stories

Express and support ideas with examples Begin using features of text to aid comprehension Identify main ideas

Writing / Speaking

Academic Vocabulary: question mark


88

Reading Standard for Literature Standard: RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

• identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text

Cognitive Function (I Can): I can recount stories. I can define central message, lesson, and/or moral. I can determine the central message, lesson, and/or moral of the story. I can define topic or main idea. I can determine the topic or main idea of a text. I can explain the focus of each paragraph in a text.


Reading / Listening

Match oral reading of stories to illustrations

Sequence pictures of stories read aloud Select titles to match a series of pictures

Find details in illustrated, narrative, or expository text read aloud Identify basic elements of fictional stories

Identify main ideas Sequence events in stories or content-based presentations

Writing / Speaking

Participate in whole group chants and songs

Repeat facts or statements Retell simple stories from picture cues

Retell stories with details Compose stories

Academic Vocabulary: recount, central message, lesson, moral, details, topic, focus, main idea


89

Reading Standard for Literature Standard: RL.2.3 - Describe how characters in a story respond to major events and challenges.

• describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text Cognitive Function (I Can): I can identify historical events, scientific ideas or concepts, steps in a process. I can explain how historical events, scientific ideas or concepts, or the steps in a process connect.


Reading / Listening

Identify and interpret pre-taught labeled diagrams. Search for words associated with word patterns.

Make text-to-self connections with prompting. Match phrases and sentences to pictures. Sort illustrated content into categories.

Distinguish between general and specific language.

Begin using features of text to aid comprehension. Use learning strategies. Identify main ideas,

Writing / Speaking

Provide information using graphic organizers. Complete modeled sentence starters. Describe people, places, or objects from illustrated examples and models.

Form simple sentence using word/phrase banks. Give content-based information using visuals or graphics.

Participate in class discussions on familiar social and academic topics.

Produce content-related sentences. Explain processes or procedures using connected sentences. Express and support ideas with examples.

Academic Vocabulary: event, idea, concept, step, process, connect


90

Reading Standard for Literature Standard: RL.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

• describe how words and phrases supply rhythm and meaning in a story, poem, or song

Cognitive Function (I Can): I can identify words and phrases that are specific to the topic/subject of a text. I can use information in a text to determine the meaning of words and phrases about the topic/subject of the text. I can identify words and phrases that create a beat in a poem or song. I can identify words and phrases that create alliteration in a story, poem, or song. I can identify words or phrases that create rhymes in a text. I can identify words and phrases that are repeated in a text. I can describe how words and phrases create rhythm and add meaning.


Reading / Listening


Use picture dictionaries Classify objects according to descriptive oral statements Use bilingual picture dictionaries

Distinguish between general and specific language in context Use English picture dictionaries and bilingual beginner dictionaries

Match figurative language to illustrations Use beginner dictionaries

Writing / Speaking


Generate lists of words from banks or walls

Sort and explain groupings of words Distinguish features of content-based phenomena



Academic Vocabulary: specific, topic, subject, rhythm, beat, alliteration, rhyme


91

Reading Standard for Literature Standard: RL.2.5 - Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

• know and use various text features to locate key facts or information in text efficiently

Cognitive Function (I Can): I can recognize that a story has a beginning, middle, and end. I can describe how the characters, setting, and action are introduced in a story. I can describe how the events at the end of a story let me know what happened to the characters. I can identify and give examples of text features. I can explain how text features help locate key facts or information. I can locate key facts or information about a topic using text features.


Reading / Listening

Find details in illustrated, narrative, or expository text Identify basic elements of fictional stories

Identify main ideas Begin using features of text to aid comprehension Classify features of various genres of text

Writing / Speaking

Repeat facts or statements Retell simple stories from picture cues Make predictions and hypotheses

Sequence stories with transitions Retell stories with details

Compose intro, body, and conclusion Begin to express time through multiple tenses

Academic Vocabulary: structures, introduce, character, setting, action, text feature


92

Reading Standard for Literature Standard: RL.2.6 - Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

• identify the main purpose of a text, including what the author wants to answer, explain, or describe

Cognitive Function (I Can): I can define point of view. I can identify a character’s point of view in a story. I can show different points of view by changing my voice when I read dialogue for each character. I can identify purposes for reading. I can read a text and identify the author’s main purpose for writing it.


Reading / Listening

Connect print to visuals Identify and interpret pre-taught labeled diagrams Sequence a series of statements using real objects or pictures

Make text-to-self connections with prompting Select titles to match a series of pictures Identify facts and explicit messages from illustrated text

Identify basic elements of fictional stories Find details in illustrated, narrative, or expository text

Role play, dramatize, or reenact scenes from reading Identify main ideas Interpret information

Writing / Speaking

Academic Vocabulary: point of view, dialogue, author’s purpose


93

Reading Standard for Literature Standard: RL.2.7 - Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

• explain how specific images contribute to and clarify a text

Cognitive Function (I Can): I can identify illustrations that support a story. I can explain how illustrations add meaning to the words in a story. I can use illustrations and words in a story to help me describe the characters, setting, or plot. I can explain how the images in text add meaning to the words. I can use the images and words in a text to help me understand what I am reading.


Reading / Listening

Connect print to visuals Search for pictures associated with word patterns Match voice to print by pointing to icons, letters, or illustrated words. Identify and interpret pre-taught labeled diagrams

Sort illustrated content words into categories Select titles to match a series of pictures Give content-based information using visuals or graphics

Identify basic elements of fictional stories.

Begin using features of text to aid comprehension. Match figurative language to illustrations Explain processes or procedures

Writing / Speaking

Academic Vocabulary: illustration, character, setting, plot, image, informational text


94

Reading Standard for Literature Standard: RL.2.8 - Describe how reasons support specific points the author makes in a text.

Cognitive Function (I Can): I can identify specific points the author makes in a text. I can describe the reasons the author uses to support each point.


Reading / Listening


Sort illustrated content words into categories Match phrases and sentences to pictures

Compare / contrast objects according to physical attributes Find details in illustrated, narrative, or expository text read aloud

Differentiate between fact and opinion Find details that support main ideas Identify ideas/concepts expressed with grade-level content-specific language

Writing / Speaking

Academic Vocabulary: reason, point


95

Reading Standard for Literature Standard: RL.2.9 - Compare and contrast two or more versions of the same story by different authors or from different cultures.

• Compare and contrast the most important points presented by two texts on the same topic.

Cognitive Function (I Can): I can compare and contrast two or more versions of the same story. I can identify the most important points found in two texts on the same topic. I can compare and contrast the most important points found in two texts on the same topic.


Reading / Listening

Find details in illustrated, narrative, or expository text

Summarize information from multiple related sources Interpret information from narrative or expository text Apply ideas to new situations Compare/contrast content-based functions and relationships

Writing / Speaking

Academic Vocabulary: version, compare, contrast, important point


96

Reading Standard for Literature Standard: RL.2.10 - By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Cognitive Function (I Can): I can closely read complex grade level texts. I can reread a text to find more information or clarify ideas. I can use reading strategies to help me understand difficult complex text.


Reading / Listening

Connect print to visuals Match oral reading of stories to illustrations


Identify basic elements of fictional stories

Use learning strategies Begin using features of text to aid comprehension

Writing / Speaking

Academic Vocabulary: reading strategy


97

Language Standard: L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

use collective nouns

form and use frequently occurring irregular plural nouns

use reflexive pronouns

form and use the past tense of frequently occurring irregular verbs

use adjectives and adverbs, and choose between them depending on what is to be modified

produce, expand, and rearrange complete simple and compound sentences

Cognitive Function (I Can): I can define collective nouns and use them correctly. I can Identify irregular plural nouns and use them correctly. I can Identify reflexive pronouns and use them correctly. I can Identify irregular verbs in the past tense and use them correctly. I can Identify adjectives and adverbs and use them correctly. I can Identify and create simple and compound sentences.

I can expand and rearrange simple and compound sentences.


Reading / Listening




Writing / Speaking

Copy written language Generate lists of words/phrases from banks or walls Complete modeled sentence starters


Produce original sentences Compose messages for social purpose Use classroom resources to compose sentences

Begin to express time through multiple tenses. Compose journal entries about personal experiences

Academic Vocabulary: language, collective noun, irregular plural noun, reflexive pronoun, irregular verb, adjective, adverb, simple sentence, compound sentence, expand, rearrange


98

Language Standard: L.2.2 - Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling when writing.

capitalize holidays, product names, and geographic names

use commas in greetings and closings of letters

use an apostrophe to form contractions and frequently occurring possessives

generalize learned spelling patterns when writing words

consult reference materials, including beginning dictionaries, as needed to check and correct spellings

Cognitive Function (I Can): I can capitalize holidays, product names, and geographic names. I can place a comma after the greeting and closing of letters. I can identify a contraction and use an apostrophe to spell contractions correctly. I can define possessives and use and apostrophe to form common possessives correctly. I can use common spelling patterns when writing words. I can identify misspelled words and use a dictionary to assist me in spelling correctly.


Reading / Listening



Sort illustrated words into categories



Writing / Speaking

Copy written language Generate lists of words from banks or walls

Form simple sentences using word banks


Academic Vocabulary: capitalize, comma, greeting, closing apostrophe, contraction, possessive, spelling pattern


99

Language Standard: L.2.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.

• compare formal and informal English

Cognitive Function (I Can): I can recognize and explain how formal English differs from informal English. I can use formal and informal English where appropriate.


Reading / Listening



Distinguish between formal and informal language in context


Writing / Speaking

Repeat simple words, phrases, and memorize chunks of language

Complete modeled sentence starters

Ask questions of a social nature Form simple sentences using word banks

Ask questions for social and academic purposes Participate in class discussions on familiar social and academic topics

Use academic vocabulary Initiate conversation with peers and teachers

Academic Vocabulary: formal English, informal English


100

Language Standard: L.2.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.


determine the meaning of the new word formed when a known prefix is added to a known word

use a known root word as a clue to the meaning of an unknown word with the same root

use knowledge of meaning of individual words to predict the meaning of compound words

use glossaries and beginning dictionaries to determine or clarify the meaning of words and phrases

Cognitive Function (I Can): I can determine the meaning of unknown words using context clues in a sentence. I can recognize and define common prefixes. I can break down unknown words into units of meaning to determine definitions. I can recognize compound words and predict the meaning using the individual words. I can determine the meaning of an unknown word by using glossaries and beginning dictionaries.


Reading / Listening

Match print to visuals Use picture dictionaries Sort words into groups

Use bilingual picture dictionaries Find changes to root words in context Sort illustrated content words into categories

Use English picture dictionaries

Use beginning English picture dictionaries Identify frequently used affixes and root words to make/extract meaning Use context clues and illustrations to determine meaning of words/phrases

Writing / Speaking


Academic Vocabulary: context clue, prefix, root word, compound word, glossary, dictionary


101

Language Standard: L.2.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

identify real-life connections between words and their use

distinguish shades of meaning among closely related verbs and closely related adjectives

Cognitive Function (I Can): I can make real-life connection to words I hear and read. I can recognize verbs and adjectives that have similar meanings and choose the one that best fits the action or description.


Reading / Listening


Match oral readings of stories to illustrations

Make text-to-self connections with prompting Match phrases and sentences to pictures

Use context clues and illustrations to determine meaning of words and phrases Match literal meanings of oral descriptions or oral reading to illustrations Distinguish between general and specific language in context

Associate language with different verb tenses Match figurative language to illustrations

Writing / Speaking



Academic Vocabulary: connection, verb, adjective


102

Language Standard: L.2.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including adjectives and adverbs to describe. Cognitive Function (I Can): I can discover new words and phrases through reading, listening and conversation.

I can use my new words and phrases when speaking and writing. I can use adjectives and adverbs when speaking and writing.


Reading / Listening


Match oral reading of stories to illustrations Search for pictures associated with word patterns


Compare/contrast objects according to physical attributes Identify illustrated activities from oral descriptions Locate objects, figures, places based on visuals and detailed descriptions

Use context clues to gain meaning from text read orally Apply ideas from oral discussions to new situations

Writing / Speaking

Identify and name everyday objects Participate in whole group chants and songs

Describe what people do from action pictures Describe people, places, or objects from illustrated examples and models

Express feelings Sort and explain groupings of objects



Academic Vocabulary: adjective, verb


103

Writing Standard: W.2.1 - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons

that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.

Cognitive Function (I Can): I can identify my opinion on a topic or book. I can support my opinion with reasons. I can link my opinions with reasons. I can write an opinion piece with an introduction, supporting reasons, and a concluding statement.


Reading / Listening

Differentiate between fact and opinion

Writing / Speaking





Express and support ideas with examples Substantiate opinions with reasons and evidence Compose intro, body, and conclusion Compose stories

Academic Vocabulary: opinion, reason, link, connection, introduction, concluding statement/section


104

Writing Standard: W.2.2 - Write informative / explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Cognitive Function (I Can): I can select a topic and identify information to share. I can use facts and definitions to share points and ideas about my topic. I can present my information in writing and provide a concluding statement or section.


Reading / Listening

Writing / Speaking




Produce original sentences Create messages for social purposes Sequence writing with transitions

Express and support ideas with examples Create a related series of sentences in response to prompts Produce content-related sentences Compose intro, body, and conclusion

Academic Vocabulary: topic, fact, definition, concluding statement/section


105

Writing Standard: W.2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe

actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Cognitive Function (I Can): I can place story events in the correct order. I can write my own story with events placed in the correct order. I can describe actions, thoughts, and feelings in my story. I can use words to show changes in time. I can create an ending for my story.


Reading / Listening

Writing / Speaking




Produce original sentences Create messages for social purposes Sequence stories with transitions

Compose stories Create a related series of sentences in response to prompts Produce content-related sentences Compose intro, body, and conclusion Begin to express time through multiple tenses

Academic Vocabulary: narrative, event, temporal word, closure


106

Writing Standard: W.2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Cognitive Function (I Can): I can recognize that a good piece of writing requires more than one draft. I can revise my writing with the help of others. I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc. I can prepare a new draft with changes that strengthens my writing.


Reading / Listening

Writing / Speaking

Copy written language Complete modeled sentence starters

Participate in interactive journal writing

Use classroom resources to compose and edit sentences

Use learning strategies Create and edit with assistance a related series of sentences in response to prompts

Academic Vocabulary: draft, revise, edit


107

Writing Standard: W.2.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in

collaboration with peers.

Cognitive Function (I Can): I can identify digital tools that will help me produce and publish my writing. I can use digital tools to produce and publish my writing. I can use digital tools and collaborate/work with others.


Reading / Listening

Writing / Speaking



Engage in prewriting strategies Form simple sentences using word banks


Create a related series of sentences in response to prompts Compose intro, body, and conclusion Compose stories

Academic Vocabulary: digital tools, publish, collaborate


108

Writing Standard: W.2.8 - Recall information from experiences or gather information from provided sources to answer a question.

Cognitive Function (I Can): I can answer questions using information recalled or gathered.


Reading / Listening

Writing / Speaking

Repeat simple words, phrases, and memorized chunks of language Respond to visually-supported questions of academic nature with one word or phrase

Repeat facts or statements Answer yes/no and choice questions

Express feelings Retell simple stories from picture cues Sort and explain groupings of objects

Describe pictures, events, objects, or people using phrases or short sentences Retell stories with details Participate in class discussions on familiar social and academic topics

Answer opinion questions with supporting details Discuss stories, issues, and concepts

Academic Vocabulary: recall


109

Speaking and Listening Standard: SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

follow agreed-upon rules for discussions

build on others’ talk in conversations by linking their comments to the remarks of others

ask for clarification and further explanation as needed about the topics and texts under discussion

Cognitive Function (I Can): I can identify and follow the agreed upon rules for discussion. I can make connections between the comments of others.

I can ask questions when I do not understand.


Reading / Listening


Writing / Speaking

Repeat simple words, phrases, and memorized chunks of language Participate in whole group chants and songs


Ask questions of a social nature

Answer simple content-based questions Ask questions for social and academic purposes Participate in class discussion on familiar social and academic topics

Ask for clarification Express and support ideas with examples Use academic vocabulary Initiate conversation with peers and teachers

Academic Vocabulary: discussion, connection, idea


110

Speaking and Listening Standard: SL.2.2 - Recount and describe key ideas or details from a text read aloud or information presented orally or through other media. Cognitive Function (I Can): I can identify information from a text being read aloud.

I can identify information that is presented in different formats. I can describe key ideas or details from a text or presentation.


Reading / Listening

Identify facts and explicit messages



Writing / Speaking

Retell simple stories from picture cards


Academic Vocabulary: format, key idea, detail


111

Speaking and Listening Standard: SL.2.3 - Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Cognitive Function (I Can): I can ask questions about a presentation when I do not understand or need more information.

I can answer questions about a speaker’s presentation.


Reading / Listening


Writing / Speaking


Ask questions of a social nature Restate content-based facts

Ask questions for social and academic purposes Answer simple content-based questions

Summarize content-based information Answer opinion questions with supporting details

Academic Vocabulary: presentation


112

Speaking and Listening Standard: SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Cognitive Function (I Can): I can tell a story or share an experience with facts and relevant descriptive details. I can tell a story or share an experience using complete sentences and speaking in a clear voice.


Reading / Listening

Writing / Speaking


Repeat facts or statements Describe what people do from pictures




Academic Vocabulary: relevant, descriptive detail, complete sentence, audience


113

Speaking and Listening Standard: SL.2.5 - Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Cognitive Function (I Can): I can read aloud stories or poems and use my voice to make them come to life. I can speak clearly and at an understandable pace when creating audio recordings of stories or poems. I can add drawing or visual displays to make my ideas, thoughts, and feelings clear.


Reading / Listening

Writing / Speaking

Participate in whole group chants and songs Communicate through drawings Label familiar objects or pictures

Repeat facts or statements Describe what people do from pictures Provide information using graphic organizers




Academic Vocabulary: pace, visual display


114

Speaking and Listening Standard: SL.2.6 - Provide complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Cognitive Function (I Can): I can recognize a complete sentence. I can speak using complete sentences when asked to provide details or clarification.


Reading / Listening

Writing / Speaking

Repeat simple words, phrases, and memorized chunks of language Respond to visually-supported questions of academic content with one word or phrase

Repeat facts or statements Complete modeled sentence starters

Make predictions or hypotheses Form simple sentences using word/phrase banks

Use transitions Produce original sentences


Academic Vocabulary: complete sentence, clarification


115


116

WIDA/COMMON CORE ALIGNMENT: Third Grade ELA Standards

117

Third Grade


118


119


identify and know the meaning of the most common prefixes and derivational suffixes

decode words with common Latin suffixes

decode multi-syllable words

read grade-appropriate irregularly spelled words

Cognitive Function (I Can): I can define prefix and suffix. I can identify common prefixes and suffixes. I can break apart words into syllable segments to help me decode words I do not know. I can recognize irregularly spelled words. I can read irregularly spelled words without having to sound them out. I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of words with common Latin suffixes.


Reading / Listening

Associate letters with sounds and objects Make sound/symbol/word relations

Sort/group pre-taught vocabulary to complete simple sentences Find changes to root words in context

Sort words into categories Identify pre-taught words in context Use context clues and illustrations to determine meaning

Identify parts of words and put the parts together to form new words

Construct models of pre-taught content

Writing / Speaking

Copy written language Recite words or phrases from pictures of everyday objects and oral modeling

Generate lists of words from banks or walls

Form simple sentences using word/phrase banks Answer simple content-based questions

Produce original works of writing

Give content-based presentations with technical vocabulary

Academic Vocabulary: prefix, suffix, root word, syllable, decode, irregular


120



read grade-level prose and poetry orally with accuracy, appropriate rate, and expression


Cognitive Function (I Can): I can read grade-level text fluently and show comprehension through voice, timing, and expression. I can recognize when a word I have read does not make sense within the text. I can self-correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently.


Reading / Listening

Match illustrated words/phrases in differing contexts.

Follow visually supported written text. Identify facts and explicit messages from illustrated text.

Identify main ideas and some details. Sequence events in stories or content-based processes.

Find details that support main ideas. Match graphic organizers to different texts.

Summarize information from multiple related sources. Draw conclusions from explicit and implicit text.

Writing / Speaking

Academic Vocabulary: fluency, context clue


121

Reading Standard for Literature Standard: RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the

answers. Cognitive Function (I Can): I can locate words and details to answer questions in a text.

I can ask and answer questions before, during, and after reading a text.


Reading / Listening

Identify facts and explicit messages from illustrated texts

Identify main ideas and some details Interpret information or data from charts and graphs

Make predictions based on illustrated text Find details that support main ideas Infer meaning from modified grade-level text

Draw conclusions from explicit and implicit text at or near grade level

Writing / Speaking

Answer questions with single words

Ask simile everyday questions

Answer simple content-based questions

Academic Vocabulary: details


122

Reading Standard for Literature Standard: RL.3.2 - Recount stories, including fables, folktales, and myths from diverse cultures

determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

determine the main idea of a text

recount the key details and explain how they support the main idea Cognitive Function (I Can): I can recount/retell stories.

I can define central message, lesson, and/or moral using key details from the story. I can define main idea. I can determine the main idea of a text. I can identify key details in a text and explain how they support the main idea. I can recount/retell the key details of a text.


Reading / Listening

Identify facts and explicit messages from illustrated text Fill in graphic organizers, charts, and tables

Identify main ideas and some details Describe people, events, and processes Compare/contrast content-based information Retell short stories or events

Find details that support main ideas Summarize content-based information

Summarize information from multiple related sources

Writing / Speaking

Academic Vocabulary: recount, central message, lesson, moral, key detail, fable, folktale, myth, main idea


123

Reading Standard for Literature Standard: RL.3.3 - Describe characters in a story and explain how their actions contribute to the sequence of events.

describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

Cognitive Function (I Can): I can identify characters in a story. I can describe characters in a story using physical and emotional traits. I can explain how characters’ actions cause events to occur in a certain order/sequence. I can define event, procedure, idea, and concept. I can identify events, procedures, ideas, and/or concepts in different types of informational text. I can explain how events, procedures, ideas, and concepts connect to one another. I can use language that shows time, sequence, and cause/effect when describing a text.


Reading / Listening

Identify facts and explicit messages from illustrated text Fill in graphic organizers, charts, and tables Identify elements of story grammar Make text-to-self connections with prompting

Sequence events in stories or processes Identify main ideas and some details Describe people, events, and processes Compare/contrast content-based information

Find details that support main ideas Explain strategies or use information in solving problems Classify various genres of text Associate language with different time frames

Answer analytical questions about grade-level text Match cause to effect Connect or integrate personal experiences with text

Writing / Speaking

Academic Vocabulary: character, physical traits, emotional traits, action, event, sequence, procedure, idea, concept, time, sequence, cause, effect


124

Reading Standard for Literature Standard: RL.3.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3

topic or subject area. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language

Cognitive Function (I Can): I can use strategies to determine the meaning of words and phrases as they are used in context.

I can define literal and nonliteral language. Identify literal and nonliteral language in a text. I can use context clues to determine the meaning of literal and nonliteral language. I can identify general academic words or phrases in a text. I can identify domain specific words or phrases in a text. I can use various strategies to determine the meaning of general academic and domain specific words and phrases in a text. I can locate and use resources to help me determine the meaning of unknown words and phrases.


Reading / Listening

Use picture dictionaries Match illustrated words/phrases in different contexts

Use bilingual dictionaries Find changes to root words in context

Use English dictionaries Use context clues and illustrations to determine meaning of words/phrases Match literal meanings of descriptions or text to illustrations

Identify figures of speech Identify, explain, and give examples of figures of speech Distinguish between literal and figurative language Use an array of strategies to aid comprehension

Writing / Speaking

Academic Vocabulary: literal language, nonliteral language, context clues, general academic words, domain-specific words


125

Reading Standard for Literature Standard: RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza

describe how each successive part builds on earlier sections

use text features and search tools to locate information relevant to a given topic efficiently

Cognitive Function (I Can): I can explain how stories, dramas, and poems are written in different forms. I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. I can describe how chapters, scenes, and stanzas give the reader information and work together to create the story, drama, or poem.

I can identify and give examples of text features and search tools. I can explain how text features and search tools help locate information quickly. I can locate information about a topic using text features and search tools.


Reading / Listening

Recognize concepts of print Identify elements of story grammar Select titles to match a series of pictures

Compare/contrast content based information Find information from text structure

Summarize content-based information Match graphic organizers to different texts Classify features of various genres of text Begin using features of non-fiction text to aid comprehension

Answer analytical questions about grade-level text Apply content-based information to new contexts

Writing / Speaking

Academic Vocabulary: story, drama, poem, chapter, scene, stanza


126

Reading Standard for Literature Standard: RL.3.6 - Distinguish their own point of view from that of the author, narrator or those of the characters. Cognitive Function (I Can): I can define point of view.

I can determine the point of view of an author narrator or character of a story. I can explain how my point of view is similar to or different from an author, narrator or character in a story.


Reading / Listening

Make text-to-self connections with prompting Identify elements of story grammar

Identify main idea and some details

Infer from and act on information Differentiate between fact and opinion Find details that support main ideas

Evaluate intent of speech and act accordingly Analyze grade-level text Draw conclusions from text at or near grade-level Connect or integrate personal experiences with text

Writing / Speaking

Academic Vocabulary: point of view, narrator, character, author


127

Reading Standard for Literature Standard: RL.3.7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

Use information gained from illustrations and the words in a text to demonstrate understanding of the text. Cognitive Function (I Can): I can identify illustrations that support the story.

I can explain how illustrations contribute to the words in the story. I can use illustrations and the words in a text to help me understand and explain what I am reading.


Reading / Listening

Recognize concepts of print Label objects, pictures, or diagrams from word/phrase banks Point to stated pictures, words, or phrases

Identify facts and explicit messages from illustrated text Categorize content-based pictures or objects from descriptions Select titles to match a series of pictures

Interpret information or data from charts and graphs Identify main ideas and some details Compare/contrast information Use context clues to aid understanding

Classify features of various genres of text Match graphic organizers to different text Find details that support main ideas

Summarize information from multiple related sources Answer analytical questions about grade level text Connect or integrate experience with text

Writing / Speaking

Academic Vocabulary: contribute, illustration, informational text


128

Reading Standard for Literature Standard: RL.3.8 Describe the logical connection between particular sentences and paragraphs in a text. Cognitive Function (I Can): I can identify words authors use to help me make logical connections between sentences and paragraphs.

I can explain how connection words help me understand a text. I can describe connections an author makes between sentences and paragraphs.


Reading / Listening

Identify facts and explicit messages in illustrated text. Locate main ideas in a series of simple sentence. Complete/produce sentences from word banks/walls.

Identify main ideas and some details. String related sentences together. Sequence events in stories or content-based processes.

Find details that support main ideas. Differentiate between fact and opinion. Begin to express time through multiple tenses. Retell/rephrase ideas.

Critique material and support argument.

Writing / Speaking

Academic Vocabulary: logical, connection, sentence, paragraph


129

Reading Standard for Literature Standard: RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

compare and contrast the most important points and key details presented in two texts on the same topic Cognitive Function (I Can): I can define and identify theme, setting, and plot.

I can compare and contrast themes, settings, and plots in stories written by the same author. I can identify the most important points and key details found in two texts on the same topic. I can compare and contrast the most important points and key details in two texts on the same topic.


Reading / Listening

Match illustrated words/phrases in different contexts Match icons or diagrams with words/concepts

Identify facts and explicit messages from illustrated text

Identify main ideas and some details Sequence events Describe events, people, processes, procedures

Match graphic organizers to different texts Find details that support main ideas Classify features of various genres of texts


Writing / Speaking

Communicate ideas by drawing Label objects, pictures, or diagrams from word banks

Fill in graphic organizers, charts, and tables

Produce simple expository or narrative text Compare/contrast content based information

Take notes using graphic organizers Summarize content-based information

Produce extended responses of original text approaching grade level

Academic Vocabulary: theme, setting, plot, compare, contrast


130

Reading Standard for Literature Standard: RL.3.10 - By the end of the year, read and comprehend texts at the high end of the grades 2-3 text complexity band

independently and proficiently. Cognitive Function (I Can): I can closely read complex grade level texts.

I can reread a text to find more information or clarify ideas. I can use reading strategies to help me understand difficult complex text.


Reading / Listening

Match icons or diagrams with words/concepts Match illustrated words/phrases

Read and comprehend illustrated modified text

Use context clues and illustrations to enhance meaning of modified text

Read and comprehend near grade level text

Use an array of strategies Draw conclusions from explicit or implicit text at or near grade level

Writing / Speaking

Academic Vocabulary: reading strategies


131


explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

form and use regular and irregular plural nouns

use abstract nouns

ensure subject-verb and pronoun-antecedent agreement

Cognitive Function (I Can): I can define noun, pronoun, verb, adjective, and adverb and explain how it functions in a sentence. I can define plural and form/use regular and irregular plural nouns. I can define abstract nouns and use them correctly.

I can define antecedent and make sure a pronoun agrees with its antecedent. I can define subject and verb and explain that singular subject needs a singular verb and a plural subject needs a plural verb.


Reading / Listening

Sort pictures of nouns by person, place, or thing Point to stated pictures, words, or phrases

Identify noun in a simple, illustrated sentence Categorize content-based pictures or objects from oral descriptions

Identify part of speech for pre-taught words Use context clues to determine part of speech

Classify words according to part of speech and/or usage Interpret oral information and apply to new situations

Identify, explain, and give examples of parts of speech Distinguish between parts of speech and types of each

Writing / Speaking

Label objects or pictures as to person, place, or thing Name pre-taught people, objects, or pictures

Make lists of words by part of speech from word banks/walls Restate content-based facts

Produce simple expository or narrative text with understandable grammar Present content-based information

Author multiple forms of writing with nearly correct grammar Compare/contrast content-based functions and relationships

Produce extended responses of original text with correct grammar Utilize technical vocabulary in class discussions

Academic Vocabulary: noun, pronoun, verb, adjective, adverb, regular/irregular plural noun, abstract noun


132


form and use regular and irregular verbs

form and use the simple verb tenses

form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified

use coordinating and subordinating conjunctions

Cognitive Function (I Can): I can explain the difference between regular and irregular verbs and form/use them correctly. I can explain the difference between simple verb tenses and form/use them correctly. I can define subject and verb and explain that singular subject needs a singular verb and a plural subject needs a plural verb. I can identify coordinating conjunctions and subordinating conjunctions and use them correctly. I can identify comparative adjectives/adverbs and superlative adjectives/adverbs and choose the correct form when writing or speaking.


Reading / Listening

Point to stated pictures, words, or phrases

Identify noun and verb in a simple, illustrated sentence Categorize content-based pictures or objects from oral descriptions

Identify part of speech for pre-taught words Use context clues to determine part of speech

Classify words according to part of speech and/or usage Interpret oral information and apply to new situations

Identify, explain, and give examples of parts of speech Distinguish between parts of speech and types of each

Writing / Speaking

Make lists of words by part of speech from word banks/walls Restate content-based facts

Produce simple expository or narrative text with understandable grammar Present content-based information

Author multiple forms of writing with nearly correct grammar Compare/contrast content-based functions and relationships

Produce extended responses of original text with correct grammar Utilize technical vocabulary in class discussions

Academic Vocabulary: regular/irregular verb, verb tense, antecedent, comparative adjective/adverb, superlative adjective/adverb, coordinating conjunction, subordinating conjunction


133

Language Standard: L.3.1c - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Produce simple, compound, and complex sentences.

Cognitive Function (I Can): I can identify and create simple sentences, compound sentences, and complex sentences.


Reading / Listening

Match illustrated words/phrases in differing context

Identify types of sentences Classify types of sentences from text

Answer analytical questions about grade-level text.

Writing / Speaking

Copy words, phrases, and short sentences

Complete/produce sentences from word/phrase banks or walls

Produce simple expository or narrative text

Utilize multiple types of sentences in various forms of writing

Create extended, grade-level responses with multiple sentence types

Academic Vocabulary: simple sentence, compound sentence, complex sentence


134

Language Standard: L.3.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

capitalize appropriate words in titles

use commas in addresses

use commas and quotation marks in dialogue

Cognitive Function (I Can): I can identify words in a title that should and should not be capitalized. I can use a comma to separate the city and state in an address. I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words.


Reading / Listening

Identify commas and quotation marks in writing

Classify features of text (title, list, address, dialogue, etc.)

Writing / Speaking

Label objects, pictures, or diagrams from word/phrase bank


Produce simple expository or narrative text

Explain strategies or use of information

Apply content-based information to new contexts

Academic Vocabulary: title, address, dialogue, speaker tag


135

Language Standard: L.3.2b - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

form and use possessives

use conventional spelling for high-frequency and other studied words and for adding suffixes to base words

use spelling patterns and generalizations in writing words

consult reference materials, including beginning dictionaries, as needed to check and correct spellings

Cognitive Function (I Can): I can define possessives and form singular and plural forms of them. I can spell high-frequency words correctly. I can recognize when I need to double consonants, drop e, or change y to I when adding suffixes to base words. I can write words correctly using common spelling patterns and generalizations. I can identify misspelled words and use resources to assist me in spelling correctly.


Reading / Listening

Use picture dictionaries or illustrated glossaries Make sound/symbol/word relations


Use English dictionaries

Writing / Speaking


Make lists from labels or with peers

Spell common words correctly and utilize pre-taught spelling rules for unfamiliar words

Spell most grade-level words correctly

Spell grade-level words

Academic Vocabulary: possessives, base word, suffix, resource, dictionary


136


Choose words and phrases for effect.

Recognize and observe differences between the conventions of written standard English.

Cognitive Function (I Can): I can identify words or phrases in a story that bring it to life and create effect or interest. I can choose words and phrases to add effect or interest when writing or speaking. I can explain how spoken language differs from written language. I can follow standard English rules when writing.


Reading / Listening


Use context clues and illustrations to determine meaning of unknown words/phrases

Differentiate between word choices for best effect Infer from and act on oral information

Analyze word choice and resulting effects Form and share opinions of people, places, or ideas

Writing / Speaking

Communicate ideas by drawing

Make comparisons using real-life or visually-supported materials Restate facts

Describe events, people, processes, and procedures Re/tell short stories or events

Author multiple forms of writing Discuss stories, issues, and concepts

Produce extended responses of original text approaching grade-level Justify/defend opinions or explanations with evidence

Academic Vocabulary: effect, spoken language, written language, standard English


137

Language Standard: L.3.4 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.


determine the meaning of the new word formed when a known affix is added to a known word

use a known root word as a clue to the meaning of an unknown word with the same root

use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases

Cognitive Function (I Can): I can determine the meaning of unknown words using context clues in a sentence. I can recognize and define common affixes. I can break down unknown words into units of meaning to determine definitions. I can determine the meaning of an unknown word by consulting reference materials.


Reading / Listening

Use illustrated or picture dictionaries

Use bilingual dictionaries Use English dictionaries Use context clues and illustrations to determine meaning of words/phrases

Identify frequently used affixes and root words to make/extract meaning

Use an array of strategies to determine meaning

Writing / Speaking

Academic Vocabulary: context clue, affix, root, reference material


138

Language Standard: L.3.5 - Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

distinguish the literal and nonliteral meanings of words and phrases in context

identify real-life connections between words and their use

distinguish shades of meaning among related words that describe states of mind or degrees of certainty

Cognitive Function (I Can): I can explain the difference between literal meaning and nonliteral meaning. I can recognize when an author’s words and phrases are literal or nonliteral. I can make a real-life connection to words I hear and read. I can recognize words that have similar meaning, and choose the word that best describes the mood/state of mind.


Reading / Listening

Pointed to stated pictures, words, or phrases

Match literal meanings of words to illustrations Use context clues to determine meaning of words

Differentiate between fact and opinion in narrative and expository text

Identify, explain, and give examples of figures of speech Distinguish between literal and figurative language in discourse

Writing / Speaking

Name pre-taught objects, people, or pictures

Describe pictures events, objects, or people using phrases or short sentences

Compare-contrast content-based functions and relationships

Justify/defend opinions or explanations with evidence Connect or integrate personal experiences with literature/content

Academic Vocabulary: literal meaning, nonliteral meaning, connection, mood, state of mind


139

Language Standard: L.3.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. Cognitive Function (I Can): I can recognize the difference between general academic words and phrases and domain-specific words and phrases.

I can acquire and use grade-appropriate academic and domain-specific words/phrases, including words that signal spatial and temporal relationships.


Reading / Listening

Match illustrated words/phrases in differing contexts Use picture dictionaries

Find changes to root words in context Use bilingual dictionaries

Use English dictionaries Use context clues and illustrations to determine meaning of words/phrases

Classify words as general academic or domain-specific Interpret information and apply to new situations

Analyze words Use grade-level, content-based language

Writing / Speaking

Label objects, pictures, or diagrams from word/phrase banks


Compare/contrast content-based information

Explain strategies or use information in solving problems Discuss stories, issues, and concepts

Apply content information to new contexts Give presentations using technical vocabulary

Academic Vocabulary: temporal, spatial


140

Writing Standard: W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose

provide reasons that support the opinion

use linking words and phrases to connect opinion and reasons

provide a concluding statement or section

Cognitive Function (I Can): I can determine my opinion/point of view on a particular topic or text. I can create an organizational structure to logically introduce my topic and opinion. I can support my opinion with logically ordered facts and details and link my reasons with words, phrases, and clauses. I can write an opinion piece with an introduction, supporting details, facts, and a concluding statement/section.


Reading / Listening

Writing / Speaking



Sequence events in stories Author multiple forms of writing from models Differentiate between fact and opinion Use details to support main ideas

Produce extended response of original text approaching grade level Connect or integrate personal experiences with literature/content

Academic Vocabulary: opinion, point of view, organizational structure, reason, link


141

Writing Standard: W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.


provide reasons that support the opinion

use linking words and phrases to connect opinion and reasons

provide a concluding statement or section

Cognitive Function (I Can): I can select a topic and gather information to share with my audience. I can define common formatting structures and determine structures that will allow me to organize my information best. I can link my information using words, phrases, and clauses. I can explain my topic using precise language and domain-specific vocabulary. I can present my information in a formal style with a concluding statement or section that relates to the information presented. I can introduce my topic by providing my general observation/focus and use formatting structures, illustrations, and multimedia to clarify my topic.


Reading / Listening

Writing / Speaking

Communicate ideas by drawing Label objects, pictures, or diagrams from word/phrase banks


Produce simple expository text Compare/contrast content-based information

Create content-based reports Take notes using graphic organizers Summarize content-based information

Use technical vocabulary Explain in detail results of inquiry

Academic Vocabulary: linking word/phrase, concluding statement


142

Writing Standard: W.3.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and

clear event sequences. establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

use temporal words and phrases to signal event order

provide a sense of closure

Cognitive Function (I Can): I can define narrative text and describe the basic parts of plot. I can introduce the narrator, characters, and the event/situation that starts the story. I can sequence the events in my story so that one event leads to the next. I can use a character’s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. I can show changes in time by using temporal words and phrases. I can write a conclusion that provides a sense of closure.


Reading / Listening

Writing / Speaking

Label objects, pictures, or diagrams from word/phrase banks Copy words, phrases, and short sentences

Identify elements of story grammar Complete/produce sentences from word/phrase banks or walls

Begin to express time through multiple tenses Sequence events in stories String related sentences together

Compose intro/body/conclusion Author multiple forms of writing from models

Create grade-level stories Connect or integrate personal experiences with literature

Academic Vocabulary: narrative, plot, narrator, character, event, sequence, temporal word/phrase, conclusion


143

Writing Standard: W.3.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task, purpose, and audience. Cognitive Function (I Can): I can identify the writing style that best fits my task, purpose, and audience.

I can use organizational/formatting structures to develop my writing ideas. I can create a piece of writing that shows my understanding of a specific writing style.


Reading / Listening

Writing / Speaking


Identify main ideas and some details Compare/contrast content-based information Describe events, people, processes, and procedures

Differentiate between fact and opinion Summarize content-based information Author multiple forms of writing from models Match graphic organizers to different texts

Produce extended responses of original text approaching grade level Apply content-based information to new contexts

Academic Vocabulary: writing style, task, purpose, audience, graphic organizer


144

Writing Standard: W.3.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Cognitive Function (I Can): I can use prewriting strategies to formulate ideas.

I can recognize that a well-developed piece of writing requires more than one draft. I can apply revision strategies with the help of others. I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. I can prepare multiple drafts using revisions and edits to develop and strengthen my writing.


Reading / Listening

Writing / Speaking


Fill in graphic organizers, charts, and tables Make lists from labels or with peers

String related sentences together Engage in peer editing with assistance from teacher

Take notes using graphic organizers Author multiple forms of writing Engage in peer editing

Produce extended responses of original text approaching grade level Apply content-based information to new contexts to edit and revise writing

Academic Vocabulary: revision strategy, edit


145

Writing Standard: W.3.6 - With some guidance and support from adults, use technology, including the internet to produce and publish writing as

well as to interact and collaborate with others. Cognitive Function (I Can): I can identify technology that will help me produce, edit, and publish my writing.

I can use technology to produce and publish my writing. I can use technology to collaborate/work with others. I can use keyboarding skills to prepare my writing for publication.


Reading / Listening

Writing / Speaking

Categorize content-based pictures or objects

Produce and publish simple text

Interpret information Take notes using graphic organizers Author multiple forms of writing

Form opinions of the credibility of sources Draw conclusions about sources Produce extended responses of original text approaching grade level

Academic Vocabulary: publish, program, technology, collaborate, keyboarding


146

Writing Standard: W.3.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects

of a topic. Cognitive Function (I Can): I can define research and explain how research is different from other types of writing.

I can research a topic to answer questions and/or gain information.


Reading / Listening

Writing / Speaking

Match icons or diagrams with words/concepts. Label objects, pictures, or diagrams from word/phrase banks.

Identify facts from illustrated text. Fill in graphic organizers, graphs, charts, tables. Ask simple, everyday questions.

Identify main ideas and some details. Compare/contrast content based information. Describe people, events, processes, or procedures.

Find details that support main ideas. Differentiate between fact and opinion. Summarize content-based information. Take notes using graphic organizers.

Summarize information from multiple related sources.



147

Writing Standard: W.3.8 - Recall information from experiences or gather relevant information from print and digital sources

take brief notes on sources and sort evidence into provided categories

Cognitive Function (I Can): I can recall information from experiences or gather information from print and digital sources about a topic. I can take notes about a topic and sort the information from my notes into provided categories.


Reading / Listening

Writing / Speaking

Label objects, pictures, or diagrams from word/phrase banks Answer oral questions with single words

Make lists from labels or with peers Make comparisons using real-life or visually-supported materials


Take notes using graphic organizers. Summarize content-based information

Connect or integrate personal experiences with literature/content Create grade-level stories or reports

Academic Vocabulary: print source, digital source, notes, category


148

Writing Standard: W.3.10 - Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes,

and audiences. Cognitive Function (I Can): I can recognize that different writing tasks require varied time frames to complete.

I can determine a writing format/style to fit my task, purpose, and/or audience. I can write for a variety of reasons.


Reading / Listening

Writing / Speaking

Copy words, phrases and short sentences Communicate ideas by drawing

Complete/produce sentences from word/phrase banks or walls Make lists from labels or with peers

String together related sentences Describe events, people, processes, procedures

Author multiple forms of writing from models

Create grade-level stories or reports

Academic Vocabulary: task purpose, audience


149

Speaking and Listening Standard: SL.3.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion

follow agreed-upon rules for discussions

ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others

explain their own ideas and understanding in light of the discussion

Cognitive Function (I Can): I can read or study materials to be discussed. I can list important information about the topic to be discussed. I can ask questions when I do not understand. I can stay on topic by making comments about the information being discussed. I can make connections between the comments of others. I can explain my own ideas and tell what I’ve learned from a discussion.


Reading / Listening

Identify objects, figures, and people from oral statements or question

Categorize content-based pictures or objects from oral descriptions

Sequence pictures from oral stories, processes, or procedures

Interpret oral information and apply to new situations Infer from and act on oral information

Form opinions of people, places, or ideas from oral scenarios

Writing / Speaking

Recite words or phrases from pictures of everyday objects and oral modeling Answer yes/no questions

Ask simple, everyday questions Describe pictures, events, objects, or people using phrases or short sentences

Answer simple content-based questions Make predictions from discourse Present content-based information

Discuss stories, issues, and concepts Give content-based oral reports Compare/contrast content-based functions

Justify/defend opinions or explanations with evidence Give content-based presentations using technical vocabulary

Academic Vocabulary: discussion connection


150

Speaking and Listening Standard: SL.3.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Cognitive Function (I Can): I can identify information from a text being read aloud.

I can identify information that is presented in different formats. I can use the information gathered to determine the main idea and support details of a presentation.


Reading / Listening

Point to stated pictures, words, or phrases Identify objects, figures, and people from oral statements

Arrange pictures or objects per oral information Draw in response to oral descriptions

Identify illustrated main ideas from paragraph-level oral discourse Sequence pictures from oral stories, processes, or processes

Interpret oral information and apply to new situations Identify illustrated main ideas and supporting details

Carry out oral instructions Construct models or use manipulatives to problem-solve based on oral discourse

Writing / Speaking


Ask simple questions Restate content-based facts

Answer simple content-based questions Retell short stories or events

Discuss stories, issues, and concepts. Answer opinion questions with supporting details

Explain in detail results of inquiry Give content-based presentations using technical vocabulary

Academic Vocabulary: format, main idea, supporting details


151

Speaking and Listening Standard: SL.3.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Cognitive Function (I Can): I can ask questions about a speaker’s presentation when I do not understand or need more information. I can answer questions about a speaker’s presentation by using appropriate elaboration.


Reading / Listening

Identify objects, figures, and people from oral statements

Evaluate oral information (e.g.; about lunch options)

Identify main ideas and some details

Find details that support main ideas Differentiate between fact and opinion

Summarize information Answer analytical questions about grade-level text

Writing / Speaking


Restate content-based facts Answer simple content-based questions

Answer opinion questions with supporting details Compare/contrast content-based functions and relationships Ask for clarification

Justify/defend opinions or explanations with evidence

Academic Vocabulary: presentation, detail, elaborate


152

Speaking and Listening Standard: SL.3.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,

speaking clearly at an understandable pace.

Cognitive Function (I Can): I can present a topic, text, story, or experience with facts and relevant descriptive details. I can report my information by speaking clearly at an understandable pace.


Reading / Listening



Find details that support main ideas

Summarize information

Writing / Speaking

Recite words or phrases from pictures of everyday objects and oral modeling

Restate content-based facts Retell short stories or events Present content-based information

Give content-based oral reports Discuss stories, issues, and concepts

Justify/defend opinions or explanations with evidence Give content-based presentations using technical vocabulary Explain in detail results of inquiry

Academic Vocabulary: relevant, descriptive detail, pace


153

Speaking and Listening Standard: SL.3.5 - Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.

add visual displays when appropriate to emphasize or enhance certain facts or details Cognitive Function (I Can): I can read aloud stories or poems and use my voice to make them come to life.

I can speak clearly and at an understandable pace when creating audio recordings of stories or poems. I can add visual displays to highlight facts and details.


Reading / Listening

Writing / Speaking


Repeat facts or statements Retell short stories or events Retell simple stories from picture cards


Give oral presentations that approach grade level

Academic Vocabulary: pace, visual display


154

Speaking and Listening Standard: SL.3.6 - Speak in complete sentences when appropriate to task and situation in order to provide requested detail or

clarification. Cognitive Function (I Can): I can recognize a complete sentence.

I can speak using complete sentences when asked to provide details or clarification.


Reading / Listening

Writing / Speaking


Ask simple questions with phrases

Answer simple content-based questions with simple sentences

Utilize complete sentences for all communication

Academic Vocabulary: complete sentence, clarification


155


156

WIDA/COMMON CORE ALIGNMENT: Fourth Grade ELA Standards

157

Fourth Grade


158


159


use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context

Cognitive Function (I Can): I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short-vowel patterns to decode words. I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables. I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.


Reading / Listening

Make sound / symbol / word relations Match illustrated words / phrases in differing contexts Point to stated pictures, words, or phrases

Find changes to root words in context Categorize content-based pictures or objects

Use context clues and illustrations to read words / phrases Identify frequently used affixes and root words Match literal meanings of oral descriptions or reading to illustrations

Infer from and act on information

Writing / Speaking

Copy words, phrases, and short sentences Name pre-taught objects, people, diagrams, or pictures

Make lists from labels or with peers Use word banks or walls to complete sentences

Present content-based information

Discuss stories, issues and concepts Compare/contrast content-based functions and relationships


Academic Vocabulary: consonant blend, long-vowel pattern, short-vowel pattern, root, prefix, suffix, syllable


160





Cognitive Function (I Can): I can read grade-level text fluently and show comprehension through voice, timing, and expression. I can recognize when a word I have read does not make sense within the text. I can self-correct misread of misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently.


Reading / Listening

Match illustrated words/phrases in differing contexts

Identify facts and explicit messages from illustrated text Identify elements of story grammar (character, setting)

Identify main ideas and some details Use context clues and illustrations to determine meaning of words/phrases

Match graphic organizers to different texts Find details that support main ideas

Answer analytical questions about grade-level text Draw conclusions from explicit and implicit text at or near grade level

Writing / Speaking



161

Reading Standard for Literature Standard: RL.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Cognitive Function (I Can): I can define inference and explain how a reader uses details and examples from a text to reach a logical conclusion.

I can read closely and find answers explicitly in text. I can read closely and find answers that require an inference. I can analyze an author’s words and refer to details and examples needed to support both explicit and inferential questions.


Reading / Listening





Writing / Speaking

Academic Vocabulary: inference, explicit


162

Reading Standard for Literature Standard: RL.4.2 - Determine a theme of a text from details in the text including how characters in a story or drama respond to challenges or how the speaker in a text reflects upon a topic.

summarize a text

determine the main idea of a text

explain how main ideas are supported by key details.

Cognitive Function (I Can): I can define theme, summary and main idea. I can analyze details in a text to determine a theme. I can compose a summary stating the key points of the text. I can determine the main idea of a text. I can identify key details in a text and explain how they support the main ideas.


Reading / Listening


Identify main ideas and some details Describe people, events, and processes Compare/contrast content-based information



Writing / Speaking

Academic Vocabulary: theme, summary, main idea, key detail


163

Reading Standard for Literature Standard: RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

Cognitive Function (I Can): I can identify characters, settings, and events in a story or drama.

I can locate sections of a text where characters, settings, or events are described. I can use specific details from the text to describe characters, settings, or events. I can identify events, procedures, ideas and/or concepts in different types of text. I can use specific information in a text to explain events, procedures, ideas, and/or concepts, including what happened and why.


Reading / Listening

Identify facts and explicit messages from illustrated text Fill in graphic organizers, charts, and tables Identify elements of story grammar


Find details that support main ideas Explain strategies or use information in solving problems Classify various genres of text

Answer analytical questions about grade-level text

Writing / Speaking

Academic Vocabulary: character, setting event, procedure, idea, concept


164

Reading Standard for Literature Standard: RL.4.4 - Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.

determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area Cognitive Function (I Can): I can use various strategies to determine the meaning of words and phrases.

I can recognize words in a text that allude to characters found in mythology and use my knowledge of mythology to determine meaning. I can identify general academic words or phrases in a text. I can identify domain specific words or phrases in a text. I can use various strategies to determine the meaning of general academic and domain-specific words and phrases in a text. I can locate and use resources to assist me in determining the meaning of unknown words and phrases.


Reading / Listening




Identify figures of speech Identify, explain, and give examples of figures of speech Distinguish between literal and figurative language

Writing / Speaking

Academic Vocabulary: poem, drama, prose, structural element, text structure


165

Reading Standard for Literature Standard: RL.4.5 - Explain major differences between poems, drama, prose.

refer to the structural elements of poems and drama when writing or speaking about at text

describe the overall structure of events, ideas, concepts, or information in a text or part of a text

Cognitive Function (I Can): I can recognize that poems, drama, and prose use different structural elements. I can identify common structural elements of poems and dramas. I can refer to the structural elements of a poem or drama when explaining their differences. I can identify and explain structures used in informational text. I can determine the overall structure found in an informational text.


Reading / Listening

Recognize concepts of print Identify elements of story grammar

Compare/contrast content based information

Summarize content-based information Match graphic organizers to different texts Classify features of various genres of text


Writing / Speaking

Academic Vocabulary: poem, drama, prose, structural element, text structure


166

Reading Standard for Literature Standard: RL.4.6 - Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

compare and contrast first and secondhand account of the same event or topic

describe the differences in focus and the information presented

Cognitive Function (I Can): I can identify basic points of view as first and third person. I can determine a narrator’s or speaker’s point of view in a story. I can compare and contrast the point of view in different stories. I can identify the difference between a first and secondhand account of the same event or topic. I can compare and contrast first and secondhand accounts of the same event or topic. I can explain how a first or secondhand focus affects the information provided.


Reading / Listening

Identify main idea and some details Interpret information from graphs, charts, and illustrations


Evaluate intent of speech and act accordingly Analyze grade-level text Draw conclusions from text at or near grade-level Summarize information from multiple related sources

Writing / Speaking

Academic Vocabulary: point of view, first person, third person, compare, contrast, firsthand account, secondhand account, focus


167

Reading Standard for Literature Standard: RL.4.7 - Make connections between the text of a story or drama and a visual or oral presentation of the text.

identify where each version reflects specific descriptions and directions in the text

interpret information presented visually, orally, or quantitatively

explain how the information contributes to an understanding of the text in which it appears

Cognitive Function (I Can): I can recognize when a visual or oral presentation is based on a text. I can identify where a text gives specific descriptions and directions that a visual or oral presentation uses. I can determine similarities and differences between a written text and its visual or oral representation. I can recognize that authors use various formats when presenting information. I can identify information presented in formats other than words. I can explain how various formats help a reader understand the text.


Reading / Listening

Recognize concepts of print Label objects, pictures, or diagrams from word/phrase banks Point to stated pictures, words, or phrases

Identify facts and explicit messages from illustrated text Categorize content-based pictures or objects from descriptions

Interpret information or data from charts and graphs Identify main ideas and some details Compare/contrast information


Summarize information from multiple related sources Answer analytical questions about grade level text Connect or integrate experience with text

Writing / Speaking

Academic Vocabulary: visual presentation, oral presentation, format


168

Reading Standard for Literature Standard: RL.4.8 - Explain how an author uses reasons and evidence to support particular points in a text. Cognitive Function (I Can): I can locate the reasons and evidence used to support particular points in a text.

I can explain how the reasons and evidence support the particular points in a text.


Reading / Listening

Identify facts and explicit messages in illustrated text Locate main ideas in a series of simple sentence



Critique material and support argument

Writing / Speaking

Academic Vocabulary: reason, evidence


169

Reading Standard for Literature Standard: RL.4.9 - Compare and contrast the treatment of similar themes, topics and patterns of events in stories, myths, and traditional literature from different cultures.

integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

Cognitive Function (I Can): I can define theme, topic and pattern. I can identify similar themes, topics, and patterns of events found in stories, myths, and traditional literature from different cultures. I can locate information from two texts on the same topic. I can determine which pieces of information best support my topic. I can integrate information from two texts to display my knowledge of the topic when writing or speaking. I can compare and contrast how stories, myths, and traditional literature from different cultures treat the same theme, topic, or pattern of events.


Reading / Listening

Match illustrated words/phrases in different contexts Match icons or diagrams with words/concepts


Identify main ideas and some details Sequence events

Match graphic organizers to different texts Find details that support main ideas Classify features of various genres of texts


Writing / Speaking






Academic Vocabulary: compare, contrast, theme, integrate


170

Reading Standard for Literature Standard: RL.4.10 - By the end of the year, read and comprehend texts in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Cognitive Function (I Can): I can closely read complex grade level texts.



Reading / Listening






Writing / Speaking

Academic Vocabulary: reading strategy, comprehension


171


form and use the progressive (was, am, will) verb tenses

use modal auxiliaries (can, may, must) to convey various conditions

correctly use frequently confused words

Cognitive Function (I Can): I can identify relative adverbs and use them correctly. I can identify and correctly use modal auxiliaries. I can identify and correctly use commonly confused words.


Reading / Listening

Associate language with different time frames Sequence events in stories or content-based processes

Classify features of various tenses of writing

Writing / Speaking

Complete / produce sentences from word banks or walls

Describe people, events, processes, procedures Make predictions or hypotheses

Discuss stories, issues, and concepts with proper verb tense

Create grade-level stories or reports using proper verb tense

Academic Vocabulary: progressive verb tense, modal auxiliary


172


use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why)

order adjectives within sentences according to conventional patterns

produce complete sentences, recognizing and correcting inappropriate fragments and run-ons


Cognitive Function (I Can): I can recognize that multiple adjectives describing the noun should be placed in a particular order. I can identify common prepositions and properly form prepositional phrases. I can recognize the difference between a complete sentence and a fragment and correct them as necessary. I can recognize a run-on sentence and make corrections. I can recognize that some words sound alike or nearly alike but are spelled and used differently. I can identify and correctly use commonly confused words.


Reading / Listening

Match icons or diagrams with words/concepts Point to stated pictures, words, or phrases


Use context clues and illustrations to determine meaning of words/phrases

Classify parts of speech Identify, explain, and give examples of parts of speech

Writing / Speaking


Complete/produce sentences from word/phrase banks Restate content-based facts Make comparisons using real-life or visually-supported materials

String related sentences together Present content-based information Answer simple content-based questions

Author multiple forms of writing from models with correct grammar Compare/contrast content-based functions and relationships

Produce extended, grammatically correct original text approaching grade level Explain in detail results of learning

Academic Vocabulary: relative pronoun, relative adverb, adjective, fragment, run-on sentence


173


form and use prepositional phrases

produce complete sentences, recognizing and correcting inappropriate fragments and run-ons


Cognitive Function (I Can): I can identify common prepositions and properly form prepositional phrases. I can recognize the difference between a complete sentence and a fragment and correct them as necessary. I can recognize a run-on sentence and make corrections. I can recognize that some words sound alike or nearly alike but are spelled and used differently. I can identify and correctly use commonly confused words.


Reading / Listening




Classify features of text Identify, explain, and give examples of parts of speech

Writing / Speaking






Academic Vocabulary: prepositional phrase, fragment, run-on sentence


174

Language Standard: L.4.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

use correct capitalization

Cognitive Function (I Can): I can determine when to capitalize words.


Reading / Listening

Recognize concepts of print Match instructional language with visual representation

Find information from text structure Identify information in print based on oral statements

Identify everyday examples of content-based concepts described orally

Identify specific language from different genres and informational text

Apply strategies to new situations

Writing / Speaking

Label pictures and graphs

Connect simple sentences Extend sentence starters with original ideas State big/main ideas of classroom discussion

Create compound sentences using correct capitalization Produce short paragraphs using correct capitalization

Create multiple-paragraph essays using correct capitalization

Defend choice of capitalization and give reasons

Academic Vocabulary: capitalization


175

Language Standard: L.4.2b - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

use commas and quotation marks to mark direct speech and quotations from a text

use a comma before a coordinating conjunction in a in a compound sentence Cognitive Function (I Can): I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around direct speech.

I can use quotation marks to indicate words I have taken directly from a text. I can identify a compound sentence and use a comma before the coordinating conjunction that connects the two sentences.


Reading / Listening

Match pictures of punctuation to words Identify punctuation in print and classroom visuals

Find commas and quotation marks in text Identify punctuation based on oral statements

Differentiate between use of each punctuation

Read texts aloud pausing correctly for punctuation cues

Evaluate the intent of speech and act accordingly

Writing / Speaking

Label pictures of punctuation State names of punctuation when shown visual representations

Complete pattern sentences

Use punctuation correctly in sentences and short paragraphs

Use punctuation correctly in multiple-paragraph essays

Create expository text utilizing correct punctuation. Discuss usage of various punctuation and give examples

Academic Vocabulary: dialogue, speaker tag, quotation marks, compound sentence, conjunction


176

Language Standard: L.4.2c - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

spell grade-level words correctly, consulting references as needed

Cognitive Function (I Can): I can identify misspelled words and use resources to assist me in spelling correctly.


Reading / Listening

Use picture dictionaries/illustrated glossaries

Use bilingual dictionaries Use English dictionaries

Writing / Speaking

Copy words, phrases, and short sentences Label objects, pictures, or diagrams from word banks


Correctly spell simple and common words without assistance Ask for clarification

Correctly spell most words Explain how to use a dictionary

Correctly spell all grade-level words

Academic Vocabulary: dictionary


177

Language Standard: L.4.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.

choose words and phrases to convey ideas precisely

choose punctuation for effect

differentiate between contexts that call for formal English and situations where informal discourse is appropriate Cognitive Function (I Can): I can choose words and phrases carefully to make sure my ideas are clearly presented.

I can use punctuation to create various effects and add interest. I can identify situations where formal English is needed and situations where informal English is appropriate.


Reading / Listening

Use pre-taught vocabulary to complete simple sentences

Identify different types of sentence structure Categorize content-based examples from oral directions

Complete content-related tasks or assignments

Differentiate between and apply multiple sentence structure types Discriminate among multiple sentence types

Writing / Speaking


String related sentences together



Academic Vocabulary: formal, informal


178

Language Standard: L.4.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

use context as a clue to the meaning of a word or phrase

use common grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases Cognitive Function (I Can): I can determine the meaning of unknown words using context clues.

I can recognize and define common Greek and Latin affixes and roots. I can break down unknown words into units of meaning to determine definitions. I can verify my determined meaning of an unknown word by consulting a reference material.


Reading / Listening

Use picture dictionaries/illustrated glossaries Match content-related objects/pictures to words

Use bilingual dictionaries Use pre-taught vocabulary to complete simple sentences Classify/sort content-related visuals per oral descriptions


Identify and use affixes to determine the meaning of unknown words

For opinions of words by using context clues

Writing / Speaking

Answer yes/no and choice questions Label pictures and graphs Create vocabulary / concept cards Begin to use general and high frequency vocabulary

Share basic social information with peers Ask simple everyday questions


Offer creative solutions to issues/problems


Academic Vocabulary: context clue, affix, root


179


explain the meaning of simple similes and metaphors in context

recognize and explain the meaning of common idioms, adages, and proverbs

demonstrate understanding of words by relating them to their antonyms and synonyms Cognitive Function (I Can): I can define and identify similes and metaphors in a text.

I can distinguish between literal language and figurative language. I can recognize when an author is using idioms, adages, and proverbs and determine his/her intended meaning. I can explain the difference between synonyms and antonyms. I can use my knowledge of synonyms and antonyms to demonstrate my understanding of words.


Reading / Listening

Use context clues Differentiate between fact and opinion

Distinguish between literal and figurative language Identify, explain, and give examples of figures of speech

Writing / Speaking

Extend sentence starters

Give opinions, preferences, and reactions along with reasons Ask for clarification

Discuss stories, issues, and concepts


Academic Vocabulary: simile, metaphor, literal language, figurative language, idiom, adage, proverb, synonym, antonym


180

Language Standard: L.4.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. Cognitive Function (I Can): I can recognize the difference between general academic words and phrases and domain-specific words and phrases.

I can acquire and use grade-appropriate academic and domain-specific words/phrases, including words that signal precise actions, emotions, or states of being and that are basic to a particular topic.


Reading / Listening






Writing / Speaking






Academic Vocabulary: dictionary, phrase, precise, emotions, states of being


181



provide reasons that are supported by facts and details

link opinion and reasons using words, phrases, and clauses

provide a concluding statement or section related to the opinion presented

Cognitive Function (I Can): I can determine my opinion/point of view on a particular topic or text. I can create an organizational structure to logically introduce my topic and opinion. I can support my opinion with logically ordered facts and details and link my reasons with words, phrases, and clauses. I can write an opinion piece with an introduction, supporting details, facts, and a concluding statement/section.


Reading / Listening

Writing / Speaking




Produce extended response of original text approaching grade level Connect or integrate personal experiences with literature / content

Academic Vocabulary: opinion, point of view, organizational structure


182


introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful to aiding comprehension

develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic

link ideas within and across categories of information using words, phrases, and clauses

use precise language and domain-specific vocabulary to inform about or explain the topic

provide a concluding statement or section related to the information or explanation presented

Cognitive Function (I Can): I can select a topic and gather information to share with my audience. I can define common formatting structures and determine structures that will allow me to organize my information best. I can link my information using words, phrases, and clauses. I can explain my topic using precise language and domain-specific vocabulary. I can present my information in a formal style with a concluding statement or section that relates to the information presented. I can introduce my topic by providing my general observation/focus and use formatting structures, illustrations, and multimedia to clarify my topic.


Reading / Listening

Writing / Speaking






Academic Vocabulary: formatting structure, observation, focus, multimedia, precise, domain-specific vocabulary


183

Writing Standard: W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

use dialogue and description to develop experiences and events to show the responses of characters to situations

use a variety of transitional words, phrases, and clauses to manage the sequence of events

use concrete words and phrases and sensory details to convey experiences and events precisely

provide a conclusion that follows from the narrated experiences or events

Cognitive Function (I Can): I can define narrative and describe the basic parts of plot. I can orient the reader by introducing the narrator, characters, and the event/situation that starts the story in motion. I can sequence the events in my story so that one event logically leads to the next. I can use narrative techniques to develop events and/or experiences and show how characters respond to situations. I can use concrete words and phrases as well as sensory details to help my reader understand the experiences and events. I can signal changes in time and place by using transition words, phrases, and clauses. I can write a logical conclusion that provides a sense of closure.


Reading / Listening

Writing / Speaking






Academic Vocabulary: narrative, narrator, sequence, concrete word, sensory detail, transition, conclusion


184

Writing Standard: W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Cognitive Function (I Can): I can identify the writing style that best fits my task, purpose, and audience.

I can use organizational/formatting structures to develop my writing ideas. I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.


Reading / Listening

Writing / Speaking



Differentiate between fact and opinion Summarize content-based information Author multiple forms of writing from models Match graphic organizers to different texts


Academic Vocabulary: writing style, task, purpose, audience


185

Writing Standard: W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing. Cognitive Function (I Can): I can use prewriting strategies to formulate ideas.

I can recognize that a well-developed piece of writing requires more than one draft. I can apply revision strategies with the help of others. I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. I can prepare multiple drafts using revisions and edits to develop and strengthen my writing.


Reading / Listening

Writing / Speaking








186

Writing Standard: W.4.6 - With some guidance and support from adults, use technology, including the internet, to produce and publish writing.

interact and collaborate with others

demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting

Cognitive Function (I Can): I can identify technology that will help me produce, edit, and publish my writing. I can choose credible websites on the internet that will help me compose, edit and publish my writing. I can collaborate with peers, teachers, and others to produce and publish my writing. I can use proper keyboarding skills to compose and prepare my writing for publication.


Reading / Listening

Writing / Speaking





Academic Vocabulary: publish, credible, website


187

Writing Standard: W.4.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Cognitive Function (I Can): I can define research and explain how research is different from other types of writing.

I can focus my research around a central question that is provided or determine my own research worthy question. I can choose several sources and gather information to answers my research question. I can analyze the information found in my sources and determine if it provides enough support to answer my question.


Reading / Listening

Writing / Speaking

Match icons or diagrams with words/concepts Label objects, pictures, or diagrams from word/phrase banks

Identify facts from illustrated text Fill in graphic organizers, graphs, charts, tables Ask simple, everyday questions

Identify main ideas and some details Compare/contrast content based information Describe people, events, processes, or procedures

Find details that support main ideas Differentiate between fact and opinion Summarize content-based information Take notes using graphic organizers


Academic Vocabulary: research, central question, source


188

Writing Standard: W.4.8 - Recall relevant information from experiences or gather relevant information from print and digital sources

take notes and categorize information

provide a list of sources

Cognitive Function (I Can): I can recall information from experiences or gather information from print and digital sources about a topic. I can take notes about a topic and sort the information from my notes into provided categories. I can prepare a list of sources used in my research.


Reading / Listening

Writing / Speaking






Academic Vocabulary: summarize, paraphrase, source


189

Writing Standard: W.4.9 - Apply grade-level reading standards to literature and informational texts.

draw evidence from literary or informational texts to support analysis, reflection, and research

Cognitive Function (I Can): I can define textual evidence. I can determine textual evidence that supports my analysis, reflection, and/or research. I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.


Reading / Listening

Writing / Speaking


Answer simple content-based questions Make predictions or hypotheses

Answer opinion questions with supporting details Compare/contrast content-based functions and relationships

Justify/defend opinions or explanations with evidence Explain in detail results of inquiry

Academic Vocabulary: analysis, reflection, research, textual evidence


190

Writing Standard: W.4.10 - Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. Cognitive Function (I Can): I can recognize that different writing tasks require varied time frames to complete.



Reading / Listening

Writing / Speaking






Academic Vocabulary: task purpose, audience


191

Speaking and Listening Standard: SL.4.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.

come to discussions prepared, having read and studied required material; explicitly draw on the preparation and other information known about the topic to explore ideas under discussion

follow agreed-upon rules for discussions and carry out assigned roles

pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others

review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions Cognitive Function (I Can): I can read or study materials to be discussed.

I can list important information about the topic to be discussed. I can identify and follow the agreed upon rules for discussion and carry out assigned roles.

I can ask questions when I do not understand. I can stay on topic by making comments about the information being discussed. I can make connections between the comments of others. I can explain my own ideas and tell what I’ve learned from a discussion.


Reading / Listening

Identify objects, figures, people from oral statements or question





Writing / Speaking

Recite words or phrases from pictures of everyday objects and oral modeling. Answer yes/no questions

Ask simple, everyday questions Describe pictures, events, objects, or people using phrases or short sentences Make lists from labels




Academic Vocabulary: discussion, connection


192

Speaking and Listening Standard: SL.4.2 - Paraphrase a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Cognitive Function (I Can): I can identify information from a text being read aloud.

I can identify information that is presented in different formats. I can paraphrase the information gathered to determine the main idea and support details of a presentation.


Reading / Listening

Point to stated pictures, words, or phrases Identify objects, figures, people from oral statements





Writing / Speaking




Discuss stories, issues, and concepts Answer opinion questions with supporting details


Academic Vocabulary: media, format, paraphrase, supporting details


193

Speaking and Listening Standard: SL.4.3 - Identify the reasons and evidence a speaker provides to support particular points. Cognitive Function (I Can): I can identify points being made by a speaker, determine the reasons and evidence a speaker uses to support his/her points.


Reading / Listening

Identify objects, figures, people from oral statements




Summarize information Answer analytical questions about grade-level text

Writing / Speaking


Restate content-based facts Answer simple content-based questions

Answer opinion questions with supporting details Compare/contrast content-based functions and relationships


Academic Vocabulary: reason, evidence


194

Speaking and Listening Standard: SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes

speak clearly at an understandable pace Cognitive Function (I Can): I can determine a logical order for presenting my topic, text, story, or experience.

I can present my topic, text, story, or experience with facts and relevant, descriptive details that support the main idea or theme. I can report my information by speaking clearly at an appropriate pace.


Reading / Listening





Writing / Speaking


Restate content-based facts Re/tell short stories or events Present content-based information



Academic Vocabulary: relevant, main idea, theme, pace


195

Speaking and Listening Standard: SL.4.5 - Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Cognitive Function (I Can): I can identify main ideas or themes in my presentation that could be enhanced.

I can determine and include an appropriate audio recording or visual display to enhance my main ideas or themes.


Reading / Listening





Writing / Speaking

Name pre-taught objects, people, diagrams, or pictures Recite words or phrases from pictures of everyday objects and oral modeling

Restate content-based facts Describe pictures, events, objects, or people using phrases or short sentences

Answer simple content-based questions Present content-based information

Answer questions with supporting details Offer creative solutions Compare/contrast content-based functions and relationships

Give content-based presentations using technical vocabulary Explain in detail results of inquiry

Academic Vocabulary: main idea, theme, enhance, audio recording, visual display


196

Speaking and Listening Standard: SL.4.6 - Differentiate between contexts that call for formal English and situations where informal discourse is appropriate

use formal English when appropriate to task and situation

Cognitive Function (I Can): I can identify situations where formal English is needed and situations where informal English is appropriate. I can determine speaking tasks or situations that will require a formal structure. I can compose a formal speech that demonstrates a command of grade 4 language standards.


Reading / Listening

Writing / Speaking


Restate content-based facts Re/tell short stories or events Present content-based information





197


198

WIDA/COMMON CORE ALIGNMENT: Fifth Grade ELA Standards

199

Fifth Grade


200


201


use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context

Cognitive Function (I Can): I can recognize that letters and combinations of letters make different sounds.

I can use my knowledge of consonant blends, long-vowel patterns and short-vowel patterns to decode words. I can analyze the structure of words by finding compound words, roots, prefixes, suffixes, and syllables. I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words.


Reading / Listening

Make sound/symbol/word relations Match illustrated words/phrases in differing contexts Point to stated pictures, words, or phrases

Find changes to root words in context Categorize content-based pictures or objects

Use context clues and illustrations to read word/ phrases. Identify frequently used affixes and root words Match literal meanings of oral descriptions or reading to illustrations

Infer from and act on information

Writing / Speaking


Make lists from labels or with peers Use word banks or walls to complete sentences

Present content-based information

Discuss stories, issues and concepts Compare/contrast content-based functions and relationships


Academic Vocabulary: consonant blend, long-vowel pattern, short-vowel pattern, root, prefix, suffix, syllable


202




use context to confirm or self-correct word recognition and understanding, rereading as necessary Cognitive Function (I Can): I can read grade-level text fluently and show comprehension through voice, timing, and expression. I can recognize when a word I have read does not make sense within the text.

I can self-correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently.


Reading / Listening

Match illustrated words/phrases in differing contexts

Identify facts and explicit messages from illustrated text Identify elements of story grammar (character, setting)

Identify main ideas and some details Use context clues and illustrations to determine meaning of words/phrases


Answer analytical questions about grade-level text Draw conclusions from explicit and implicit text at or near grade level

Writing / Speaking



203

Reading Standard for Literature Standard: RL.5.1 - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cognitive Function (I Can): I can quote accurately from a text.

I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion. I can read closely and find answers explicitly in text and answers that require an inference. I can analyze an author’s words and find quotes needed to support both explicit and inferential questions.


Reading / Listening





Writing / Speaking

Academic Vocabulary: quote, inference, explicit


204

Reading Standard for Literature Standard: RL.5.2 - Determine a theme of a text from details in the text including how characters in a story or drama respond to challenges or how the speaker in a text reflects upon a topic.

summarize a text

determine two or more main ideas of a text and explain how they are supported by key details Cognitive Function (I Can): I can define theme, summary and main idea.

I can analyze details in a text to determine a theme. I can compose a summary stating the key points of the text. I can determine two or more main ideas of a text. I can identify key details in a text and explain how they support the main ideas.


Reading / Listening





Writing / Speaking

Academic Vocabulary: theme, summary, main idea, key detail


205

Reading Standard for Literature Standard: RL.5.3 - Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

Cognitive Function (I Can): I can identify characters, settings, and events in a story or drama.

I can compare and contrast two or more characters, settings, or events in a story or drama using specific details from the text. I can identify individuals, events, ideas, and/or concepts in different types of text. I can use specific information in a text to identify and explain the relationships and interactions between two or more individuals, events, ideas or concepts.


Reading / Listening

Identify facts and explicit messages from illustrated text Fill in graphic organizers, charts, and tables Identify elements of story grammar



Answer analytical questions about grade-level text

Writing / Speaking

Academic Vocabulary: compare, contrast, relationship, interaction, individual, event, idea, concept


206

Reading Standard for Literature Standard: RL.5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade level topic or subject area Cognitive Function (I Can): I can use various strategies to determine the meaning of words and phrases.

I can define and identify various forms of figurative language. I can distinguish between literal language and figurative language. I can identify general academic words or phrases in a text. I can identify domain specific words or phrases in a text. I can use various strategies to determine the meaning of general academic and domain-specific words and phrases in a text. I can locate and use resources to assist me in determining the meaning of unknown words and phrases.


Reading / Listening




Identify figures of speech Identify, explain, and give examples of figures of speech Distinguish between literal and figurative language

Writing / Speaking

Academic Vocabulary: figurative language, literal language, domain specific words, general academic words


207

Reading Standard for Literature Standard: RL.5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

compare and contrast the overall structure of events, ideas, concepts, or information in two or more texts Cognitive Function (I Can): I can recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems.

I can explain how chapters, scenes and stanzas fit together to form stories, dramas, or poems. I can identify and explain different structures used in informational text. I can determine the overall structure of an informational text. I can compare and contrast events, ideas, concepts, and/or information in two or more texts. I can analyze informational texts and determine if the structure chosen effectively relates events, ideas, concepts, or information.


Reading / Listening

Recognize concepts of print Identify elements of story grammar

Compare/contrast content based information

Summarize content-based information Match graphic organizers to different texts Classify features of various genres of text


Writing / Speaking

Academic Vocabulary: chapter, scene, stanza, text structure, compare, contrast


208

Reading Standard for Literature Standard: RL.5.6 - Describe how a narrator’s or speaker’s point of view influences how events are described.

analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent Cognitive Function (I Can): I can identify basic points of view as first, second, or third person.

I can determine a narrator’s or speaker’s point of view in a text. I can describe how events in a text are influenced by point of view. I can define point of view as how the author feels about the situation/topic of a text. I can determine an author’s point of view and explain his/her purpose for writing the text. I can analyze how various authors develop the same event or topic and determine how each author’s point of view affects the text.


Reading / Listening

Identify main idea and some details Interpret information from graphs, charts, and illustrations


Evaluate intent of speech and act accordingly Analyze grade-level text Draw conclusions from text at or near grade-level

Writing / Speaking

Academic Vocabulary: point of view, first person, second person, third person, purpose, influence


209

Reading Standard for Literature Standard: RL.5.7 - Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text.

draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently Cognitive Function (I Can): I can identify visual elements found in a text.

I can analyze how visual elements add meaning, create tone, and contribute to the beauty of a text. I can recognize that authors use various formats when presenting information. I can identify information presented in formats other than words. I can locate information from multiple print or digital sources to answer questions and solve problems quickly and efficiently. I can analyze multimedia presentations of a text and determine how a media presentation adds to the meaning, tone, and beauty of an original text.


Reading / Listening

Recognize concepts of print Label objects, pictures, or diagrams from word/phrase banks


Interpret information or data from charts and graphs Identify main ideas and some details Compare/contrast information


Summarize information from multiple related sources Answer analytical questions about grade level text

Writing / Speaking

Academic Vocabulary: visual element, multimedia, tone, format, print source, digital source, efficient


210

Reading Standard for Literature Standard: RL.5.8 - Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points. Cognitive Function (I Can): I can locate the reasons and evidence an author uses to support particular points in a text.

I can identify which reasons and evidence support particular points. I can explain how the reasons and evidence support the particular points in a text.


Reading / Listening

Identify facts and explicit messages in illustrated text. Locate main ideas in a series of simple sentence.

Identify main ideas and some details.

Find details that support main ideas. Differentiate between fact and opinion.

Critique material and support argument.

Writing / Speaking

Academic Vocabulary: reasons, evidence


211

Reading Standard for Literature Standard: RL.5.9 - Compare and contrast stories in the same genre on their approaches to similar themes and topics.

integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably Cognitive Function (I Can): I can define theme.

I can identify similar themes and topics found in stories from the same genre. I can compare and contrast how stories in the same genre can communicate the same theme or topic. I can locate information from several texts on the same topic. I can determine which pieces of information best support my topic. I can integrate information from several texts to display my knowledge of the topic when writing or speaking.


Reading / Listening

Match illustrated words/phrases in different context Match icons or diagrams with words/concepts


Identify main ideas and some details Sequence events



Writing / Speaking






Academic Vocabulary: compare, contrast, theme, genre, integrate


212

Reading Standard for Literature Standard: RL.5.10 - By the end of the year, read and comprehend texts at the high end of the grades 4-5 complexity band independently and proficiently. Cognitive Function (I Can): I can closely read complex grade level texts.

I can reread a text to find more information or clarify ideas. I can use reading strategies to help me understand difficult complex texts.


Reading / Listening






Writing / Speaking



213


explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences

use correlative conjunctions (either/or, neither/nor) Cognitive Function (I Can): I can define conjunction, preposition, and interjection as well as explain their functions in a sentence.

I can identify common correlative conjunctions and use them correctly when writing.


Reading / Listening




Classify features of text Identify, explain, and give examples of parts of speech

Writing / Speaking






Academic Vocabulary: conjunction, preposition, interjection, correlative conjunction


214


form and use the perfect verb tenses (have, will have, had)

use verb tense to convey various times, sequences, states, and conditions

recognize and correct inappropriate shifts in verb tense Cognitive Function (I Can): I can identify the past, present, and future verb tenses and use them correctly.

I can choose the correct verb tense to show time, sequence, state, and condition. I can identify when the incorrect verb tense has been used and make appropriate corrections.


Reading / Listening

Associate language with different time frames Sequence events in stories or content-based processes

Classify features of various tenses of writing

Writing / Speaking

Complete / produce sentences from word banks or walls

Describe people, events, processes, procedures Make predictions or hypotheses

Discuss stories, issues, and concepts with proper verb tense

Create grade-level stories or reports using proper verb tense

Academic Vocabulary: past perfect, present perfect, future perfect, verb tense


215


use punctuation to separate items in a series

use a comma to separate an introductory element from the rest of the sentence

use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence Cognitive Function (I Can): I can identify items in a series and punctuate them correctly.

I can identify an introductory element and use a comma to separate it from the rest of a sentence. I can identify when a comma should be used to set off the words yes and no, tag questions, and direct address.


Reading / Listening

Writing / Speaking

Label objects, pictures, or diagrams from word/phrase banks.

Make lists from labels or with peers.

Produce simple expository or narrative text.

Use commas correctly in multiple forms of writing.

Produce extended responses of original text using correct punctuation.

Academic Vocabulary: items in a series, introductory element, tag questions, direct address


216


use underlining, quotation marks, or italics to indicate the titles of works Cognitive Function (I Can): I can identify titles of works and choose the correct formatting style.


Reading / Listening

Writing / Speaking



Correctly punctuate titles of works

Academic Vocabulary: quotation mark, italics, formatting style


217

Language Standard: L.5.2c - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

spell grade-appropriate words correctly, consulting references as needed Cognitive Function (I Can): I can identify misspelled words and use resources to assist me in spelling them correctly.


Reading / Listening

Use picture dictionaries/illustrated glossaries

Use bilingual dictionaries Use English dictionaries

Writing / Speaking

Copy words, phrases, and short sentences Label objects, pictures, or diagrams from word banks





Academic Vocabulary: misspelled, dictionary


218


expand, combine, and reduce sentences for meaning, reader/listener interest, and style

compare and contrast the varieties of English used in stories, dramas, or poems Cognitive Function (I Can): I can determine when to use varied sentence structures to create meaning, interest, and style in my writing.

I can compare and contrast how authors use variations of English is stories, dramas, or poems.


Reading / Listening




Differentiate between and apply multiple sentence structure types Discriminate among multiple sentence types.

Writing / Speaking


String related sentences together



Academic Vocabulary: style, compare, contrast, register, dialect


219


use context as clue to them meaning of a word of phrase

use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases Cognitive Function (I Can): I can infer the meaning of unknown words using context clues.

I can recognize and define common Greek and Latin affixes and roots. I can break down unknown words into units of meaning to infer the definition. I can verify my inferred meaning of an unknown word by consulting reference materials.


Reading / Listening

Use picture dictionaries/illustrated glossaries Match content-related objects/pictures to words

Use bilingual dictionaries Use pre-taught vocabulary to complete simple sentences Classify/sort content-related visuals per oral descriptions


Identify and use affixes to determine the meaning of unknown words

For opinions of words by using context clues

Writing / Speaking

Answer yes/no and choice questions Label pictures and graphs Create vocabulary/concept cards Begin to use general and high frequency vocabulary

Share basic social information with peers Ask simple everyday questions


Offer creative solutions to issues/problems


Academic Vocabulary: infer, context clue, affix, root


220


interpret figurative language, including similes, and metaphors in context

recognize and explain the meaning of common idioms, adages, and proverbs

use the relationship between particular words to better understand each of the words Cognitive Function (I Can): I can define and identify various forms of figurative language.

I can distinguish between literal and figurative language. I can recognize when an author is using idioms, adages, and proverbs and determine his/her intended meaning. I can recognize word relationships and use the relationships to further understand each of the words.


Reading / Listening

Differentiate between fact and opinion

Distinguish between literal and figurative language Identify, explain, and give examples of figures of speech

Writing / Speaking

Discuss stories, issues, and concepts


Academic Vocabulary: figurative languages, idiom, adage, proverb, word relationships


221

Language Standard: L.5.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships. Cognitive Function (I Can): I can recognize the difference between general academic words and phrases and domain-specific words and phrases.

I can acquire and use grade-appropriate academic and domain-specific words/phrases, including words that signal contrast, addition, and other logical relationships, to increase comprehension and expression.


Reading / Listening






Writing / Speaking






Academic Vocabulary: general academic words, domain-specific words


222



provide logically ordered reasons that are supported by facts and details

link opinion and reasons using words, phrases, and clauses

provide a concluding statement or section related to the opinion presented Cognitive Function (I Can): I can determine my opinion/point of view on a particular topic or text.

I can create an organizational structure to logically introduce my topic and opinion. I can support my opinion with logically ordered facts and details and link my reasons with words, phrases, and clauses.

I can write an opinion piece with an introduction, supporting details, facts, and a concluding statement/section.


Reading / Listening

Writing / Speaking




Produce extended response of original text approaching grade level Connect or integrate personal experiences with literature/content

Academic Vocabulary: opinion, point of view, organizational structure


223


introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, illustrations, and multimedia when useful to aiding comprehension

develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic

link ideas within and across categories of information using words, phrases, and clauses


provide a concluding statement or section related to the information or explanation presented Cognitive Function (I Can): I can select a topic and gather information to share with my audience.

I can define common formatting structures and determine structures that will allow me to organize my information best. I can link my information using words, phrases, and clauses. I can explain my topic using precise language and domain-specific vocabulary. I can present my information in a formal style with a concluding statement or section that relates to the information presented. I can introduce my topic by providing my general observation/focus and use formatting structures, illustrations, and multimedia to clarify my topic.


Reading / Listening

Writing / Speaking






Academic Vocabulary: formatting structure, observation, focus, multimedia, precise, domain-specific vocabulary


224

Writing Standard: W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally

use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events to show the responses of characters to situations

use a variety of transitional words, phrases, and clauses to manage the sequence of events

use concrete words and phrases and sensory details to convey experiences and events precisely

provide a conclusion that follows from the narrated experiences or events Cognitive Function (I Can): I can define narrative and describe the basic parts of plot. I can orient the reader by introducing the narrator, characters, and the event/situation that starts the story in motion.

I can sequence the events in my story so that one event logically leads to the next. I can use narrative techniques to develop events and/or experiences and show how characters respond to situations. I can use concrete words and phrases as well as sensory details to help my reader understand the experiences and events. I can signal changes in time and place by using transition words, phrases, and clauses. I can write a logical conclusion that provides a sense of closure.


Reading / Listening

Writing / Speaking






Academic Vocabulary: narrative, narrator, sequence, concrete word, sensory detail, transition, conclusion


225

Writing Standard: W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Cognitive Function (I Can): I can identify the writing style that best fits my task, purpose, and audience. I can use organizational/formatting structures to develop my writing ideas.

I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.


Reading / Listening

Writing / Speaking



Differentiate between fact and opinion Summarize content-based information Author multiple forms of writing from models Match graphic organizers to different text


Academic Vocabulary: writing style, task, purpose, audience


226

Writing Standard: W.5.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Cognitive Function (I Can): I can use prewriting strategies to formulate ideas.

I can recognize that a well-developed piece of writing requires more than one draft. I can apply revision strategies with the help of others. I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.


Reading / Listening

Writing / Speaking








227

Writing Standard: W.5.6 - With some guidance and support from adults, use technology, including the internet to produce and publish writing as well as to interact and collaborate with others.

demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting Cognitive Function (I Can): I can identify technology that will help me produce, edit, and publish my writing.

I can choose credible websites on the internet that will help me compose, edit and publish my writing. I can collaborate with peers, teachers, and others to produce and publish my writing. I can use proper keyboarding skills to compose and prepare my writing for publication.


Reading / Listening

Writing / Speaking







228

Writing Standard: W.5.7 - Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Cognitive Function (I Can): I can define research and explain how research is different from other types of writing. I can focus my research around a central question that is provided or determine my own research worthy question.

I can choose several sources and gather information to answers my research question. I can analyze the information found in my sources and determine if it provides enough support to answer my question.


Reading / Listening

Writing / Speaking

Match icons or diagrams with words/concepts Label objects, pictures, or diagrams from word/phrase banks

Identify facts from illustrated text Fill in graphic organizers, graphs, charts, tables Ask simple, everyday questions

Identify main ideas and some details Compare/contrast content based information Describe people, events, processes, or procedures

Find details that support main ideas Differentiate between fact and opinion Summarize content-based information Take notes using graphic organizers




229

Writing Standard: W.5.8 - Recall relevant information from experiences or gather relevant information from print and digital sources.

summarize or paraphrase information in notes and finished work

provide a list of sources Cognitive Function (I Can): I can recall information from experiences or gather information from print and digital sources about a topic.

I can summarize and/or paraphrase information when taking notes and preparing my finished work. I can prepare a list of sources used in my research.


Reading / Listening

Writing / Speaking






Academic Vocabulary: summarize, paraphrase, source


230

Writing Standard: W.5.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.

apply grade-level reading standards to literature and informational texts Cognitive Function (I Can): I can define textual evidence.

I can determine textual evidence that supports my analysis, reflection, and/or research. I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.


Reading / Listening

Writing / Speaking

Compare/contrast content-based information.

Answer simple content-based questions. Make predictions or hypotheses.

Answer opinion questions with supporting details. Compare/contrast content-based functions and relationships.

Justify/defend opinions or explanations with evidence. Explain in detail results of inquiry

Academic Vocabulary: analysis, reflection, research, textual evidence


231




Reading / Listening

Writing / Speaking






Academic Vocabulary: writing format, writing style, task, purpose, audience


232

Speaking and Listening Standard: SL.5.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on other’s ideas and expressing their own clearly.

come to discussions prepared, having read and studied required material; explicitly draw on the preparation and other information known about the topic to explore ideas under discussion

follow agreed-upon rules for discussions and carry out assigned roles

pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others

review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions Cognitive Function (I Can): I can read or study materials to be discussed.

I can list important information about the topic to be discussed. I can identify and follow the agreed upon rules for discussion and carry out assigned roles. I can ask questions when I do not understand. I can stay on topic by making comments about the information being discussed. I can make connections between the comments of others. I can explain my own ideas and tell what I’ve learned from a discussion.


Reading / Listening

Identify objects, figures, people from oral statements or question





Writing / Speaking

Recite words or phrases from pictures of everyday objects and oral modeling Answer yes/no questions

Ask simple, everyday questions Describe pictures, events, objects, or people using phrases or short sentences Make lists from labels




Academic Vocabulary: discussion connection


233

Speaking and Listening Standard: SL.5.2 - Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Cognitive Function (I Can): I can identify information from a text being read aloud. I can identify information that is presented in different formats.

I can summarize the information gathered to determine the main idea and support details of a presentation.


Reading / Listening

Point to stated pictures, words, or phrases Identify objects, figures, people from oral statements





Writing / Speaking




Discuss stories, issues, and concepts Answer opinion questions with supporting details


Academic Vocabulary: format, main idea, supporting details


234

Speaking and Listening Standard: SL.5.3 - Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Cognitive Function (I Can): I can identify a speaker’s claims that are supported by reasons and evidence.

I can summarize a speaker’s points using reasons and evidence he/she provides to support his/her claims.


Reading / Listening

Identify objects, figures, people from oral statements.


Identify main ideas and some details.

Find details that support main ideas. Differentiate between fact and opinion.

Summarize information. Answer analytical questions about grade-level text.

Writing / Speaking

Answer yes/no and choice questions.

Restate content-based facts.

Answer simple content-based questions.

Answer opinion questions with supporting details. Compare/contrast content-based functions and relationships.

Justify/defend opinions or explanations with evidence.

Academic Vocabulary: claim, reason, evidence, summary


235

Speaking and Listening Standard: SL.5.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes.

speak clearly at an understandable pace Cognitive Function (I Can): I can determine a logical sequence for presenting my ideas and facts.

I can present my ideas and/or opinion with facts and relevant descriptive details that support the main idea or theme. I can report my information by speaking clearly at an appropriate pace.


Reading / Listening





Writing / Speaking



Give content-based oral reports. Discuss stories, issues, and concepts


Academic Vocabulary: logical sequence, relevant, main idea, theme, pace


236

Speaking and Listening Standard: SL.5.5 - Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Cognitive Function (I Can): I can identify main ideas or themes in my presentation that could be enhanced.

I can determine and include an appropriate multimedia component or visual display to enhance my main ideas or themes.


Reading / Listening





Writing / Speaking

Name pretaught objects, people, diagrams, or pictures Recite words or phrases from pictures of everyday objects and oral modeling

Restate content-based facts Describe pictures, events, objects, or people using phrases or short sentences

Answer simple content-based questions Present content-based information

Answer questions with supporting details Offer creative solutions Compare/contrast content-based functions and relationships

Give content-based presentations using technical vocabulary Explain in detail results of inquiry

Academic Vocabulary: main idea, theme, enhance, multimedia component, visual display


237

Speaking and Listening Standard: SL.5.6 - Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. Cognitive Function (I Can): I can identify various reasons for speaking.

I can adapt a speech for various tasks or situations. I can compose a formal speech that demonstrates a command of grade 5 language standards.


Reading / Listening

Writing / Speaking







238

WIDA/COMMON CORE ALIGNMENT: Sixth Grade ELA Standards

239

Sixth Grade


240


241

Reading Standard for Literature Standard: RL.6.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive Function (I Can): I can define textual evidence.

I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. I can read closely and find answers explicitly in text and answers that require an inference. I can analyze an author’s words and determine multiple pieces of textual evidence needed to support both explicit and inferential questions.


Reading / Listening

Match content-related pictures to words

Locate main ideas in a series of simple Find information from text structure

Identify topic sentences, main ideas, and details in paragraphs Make predictions based on illustrated text Answer questions about explicit information in texts Give opinions, preferences, and reactions along with reasons

Interpret adapted classics of modified text Use an array of strategies Justify ideas Use details/examples to support ideas

Infer meaning from modified grade-level text Critique material and support argument

Writing / Speaking

Academic Vocabulary: textual evidence, analyze, inference, explicit


242

Reading Standard for Literature Standard: RL.6.2 - Determine a theme or central idea of a text and how it is conveyed through articular details.

provide a summary of the text distinct from personal opinions or judgments Cognitive Function (I Can): I can define theme and summary.

I can analyze plot to determine a theme. I can compose a summary stating the key points of the text without adding my own opinions or feelings.


Reading / Listening

Recognize concepts of print Find information from text structure Identify elements of story grammar

Compare/contrast information, events, characters Answer questions about explicit information in texts

Identify summaries of passages Paraphrase or summarize from text

Evaluate the intent of text and act accordingly Infer meaning from grade-level text Critique material and support argument

Writing / Speaking

Academic Vocabulary: theme, central idea, summary, opinion


243

Reading Standard for Literature Standard: RL.6.3 - Describe how a particular story or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. Cognitive Function (I Can): I can define and identify the elements of plot structure.

I can explain how plot is developed by key events and episodes experienced by the characters. I can determine qualities of characters in a text based on an author’s direct and indirect characterization. I can distinguish between a static and dynamic character. I can explain how dynamic characters change as the plot moves toward resolution. I can distinguish which individuals, events, and/or ideas are key for the text to be valid. I can explain how an author’s use of examples and/or anecdotes informs the reader about individuals, events, and/or ideas. I can analyze how an author’s choice of details and anecdotes about individuals, characters, and/or events impacts the text.


Reading / Listening

Identify elements of story grammar

State opinions Make predictions based on illustrated text

Defend a point of view Interpret adapted classics of modified text

Defend a point of view and give reasons Critique material and support argument Infer meaning from modified grade-level text

Writing / Speaking

Academic Vocabulary: individual, event, idea, anecdote, plot structure, direct characterization, indirect characterization static character, dynamic character


244

Reading Standard for Literature Standard: RL.6.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

analyze the impact of a specific word choice on meaning and tone

Cognitive Function (I Can): I can define and identify various forms of figurative language. I can distinguish between literal language and figurative language. I can recognize the difference between denotative and connotative meanings. I can analyze why authors choose words and phrases to create an overall feel.


Reading / Listening

Use picture dictionaries Use pre-taught vocabulary to complete simple sentences Sort/group pre-taught words/phrases Use bilingual dictionaries

Identify multiple meanings of words in context Use context clues Use English dictionaries and glossaries Identify frequently used affixes and root words to make/extract meaning

Identify figurative language Identify specific language of different genres and its meaning

Differentiate and apply multiple meanings of words/phrases Apply strategies to new situations Begin using analogies

Writing / Speaking

Academic Vocabulary: figurative language, literal language, denotative meaning, connotative meaning, tone, mood, technical language


245

Reading Standard for Literature Standard: RL.6.5 - Analyze how a particular sentence, paragraph, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, plot, or ideas. Cognitive Function (I Can): I can locate textual evidence that supports the theme, setting, or plot development.

I can analyze text and determine the author’s purpose for including a particular sentence, paragraph, chapter, scene, or stanza. I can recognize how a particular sentence, paragraph, chapter, scene, or stanza contributes to the overall text and its meaning.


Reading / Listening


Compare/contrast information, events, characters Give opinions, preferences, and reactions along with reasons Answer questions about explicit information in texts

Justify ideas using supporting details/examples Interpret adapted classics or modified text Identify main ideas and details

Infer meaning from modified grade-level text Critique material and support argument Make inferences from text

Writing / Speaking

Academic Vocabulary: textual evidence, central idea, theme, setting, plot


246

Reading Standard for Literature Standard: RL.6.7 - Explain how an author develops the point of view of the narrator or speaker in a text.

determine an author’s point of view or purpose in a text and explain how it is conveyed in the text

Cognitive Function (I Can): I can define point of view as how the author feels about the situation/topic of a text. I can determine an author’s point of view and explain his/her purpose for writing the text. I can classify point of view according to person. I can analyze how an author develops the narrator’s point of view by revealing thoughts, feelings, actions, and spoken words.


Reading / Listening

Compare/contrast information, events, characters

Role play, dramatize, or re-enact scenarios from reading Defend a point of view

Evaluate intent of a text and act accordingly Defend a point of view and use reasons

Writing / Speaking

Academic Vocabulary: point of view, first person, second person, third person limited, third person omniscient, purpose


247

Reading Standard for Literature Standard: RL.6.7 - Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch.

integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue

Cognitive Function (I Can): I can explain the mental images that occur while reading. I can compare and contrast mental images created while reading and the images presented in a media version of the same text. I can recognize that authors use various formats when presenting information on a topic/issue. I can identify visual displays of information in a text. I can integrate all informational formats presented by an author to develop a deeper understanding of the topic/issue.


Reading / Listening

Label pictures and graphs Complete graphic organizers Compare/contrast information, events, characters

Identify specific language of different genres and informational text Interpret adapted classics or modified text

Apply strategies to new situations Critique material and support argument Explain graphs/charts

Writing / Speaking

Academic Vocabulary: compare, contrast, media, issue


248

Reading Standard for Literature Standard: RL.6.8 - Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Cognitive Function (I Can): I can identify the side of an argument an author presents in a text.

I can determine the credibility of the author and his/her purpose. I can identify claims that are supported by facts and those that are opinions. I can evaluate an argument using the evidence an author provides.


Reading / Listening

Locate main ideas in a series of simple sentences

Identify main ideas and details in paragraphs Differentiate between fact and opinion Compare/contrast information, events, characters Answer questions about explicit information in text

Interpret adapted classics or modified text Match cause to effect Justify ideas

Writing / Speaking

Academic Vocabulary: argument, credibility, claim, fact, opinion


249

Reading Standard for Literature Standard: RL.6.9 - Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

compare and contrast one author’s presentation of events with that of another Cognitive Function (I Can): I can explain the characteristics of different forms of text.

I can explain the characteristics of different genres. I can compare and contrast how two forms or genres of texts can communicate the same theme or topic. I can recognize how authors can present information differently based on their point of view.


Reading / Listening

Complete graphic organizers Compare/contrast information, events, characters Differentiate between fact and opinion Answer questions about explicit information in text Begin to express and understand time in multiple tenses

Interpret adapted classics or modified text Identify specific language of different genres and informational text Justify ideas with supporting details

Apply strategies to new situations Infer meaning from grade-level text Critique material and support argument Sort text by genre

Writing / Speaking

Academic Vocabulary: point of view, compare, contrast, genre, theme


250




Reading / Listening

Recognize concepts of print Find information from text structure

Match main ideas of texts to visuals State big ideas with some supporting details

Use an array of strategies Interpret adapted classics or modified text

Infer meaning from modified grade-level text Discriminate among multiple genres

Writing / Speaking



251

Language Standard: L.6.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

ensure that pronouns are in the proper case

use intensive pronouns

recognize and correct inappropriate shifts in pronoun number and person

recognize and correct vague pronouns

recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language

Cognitive Function (I Can): I can define pronoun.

I can identify the antecedent of a pronoun. I can determine when a pronoun and its antecedent do not match. I can identify and correct a vague antecedent. I can identify and correct misuses of pronouns in my own and other’s work. I can identify intensive pronouns (a pronoun that ends in –self that emphasizes its antecedent) and use them correctly in my writing and speaking.


Reading / Listening

Recognize and identify pronouns and antecedents Match instructional language with visual representation

Locate pronouns and antecedents in a sentence Sort words into categories Classify/sort content visuals per oral descriptions

Categorize content-based examples from oral directions Identify everyday examples of content-based concepts described orally

Identify specific language in different genres and informational text Complete content-related tasks or assignments

Infer meaning from modified grade-level text (how does meaning change when you modify the gerunds, participles, infinitives?)

Writing / Speaking

Answer WH- questions about pronouns and antecedents Label pronouns and antecedents

Complete pattern sentences Extend sentence starters with original ideas Describe pronouns and antecedents from discussion

Create sentences using pronouns and antecedents Retell/rephrase ideas from speech

Correctly use pronouns and antecedents in multiple-paragraph essays Take notes Paraphrase and summarize ideas presented orally

Use and explain pronouns and antecedents Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: pronoun, antecedent, ambiguous


252

Language Standard: L.6.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing. use punctuation to set off nonrestrictive/parenthetical elements

spell correctly

Cognitive Function (I Can): I can determine when to capitalize words. I can define nonrestrictive elements and restrictive elements. I can define parenthetical elements. I can enclose nonrestrictive and parenthetical elements with commas to separate these elements from the rest of the sentence. I can recognize that nonrestrictive elements and parenthetical elements can also be set apart from the sentence using parentheses and dashes. I can identify misspelled words and use resources to assist me in spelling correctly.


Reading / Listening


Find commas and adjectives in text Identify punctuation based on oral statements

Differentiate between uses of punctuation


Writing / Speaking





Create expository text utilizing correct punctuation Discuss usage of punctuation and give examples

Academic Vocabulary: nonrestrictive elements, parenthetical elements, parentheses, dashes


253


vary sentence patterns for meaning, receptive interest, and style

maintain consistency in style and tone Cognitive Function (I Can): I can identify simple sentence structures, compound sentence structures, and complex sentence structures.

I can determine an author’s purpose for using varied sentence structures to create an individual style and specific tone. I can create a written or spoken piece that mimics the style of a specific author/speaker. I can vary sentence patterns in my own writing and speaking to create an individual style and specific tone that maintains consistency.


Reading / Listening





Writing / Speaking

Complete pattern sentences Connect simple sentences Convey content through high-frequency words/phrases

Create complex sentences Connect ideas using transitions

Create cohesive passages with a variety of sentence types Explain and compare content-based concepts

Compose expository or research text with a variety of sentence types Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: simple sentence structure, compound sentence structure, complex sentence structure, style, tone


254



use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

consult reference materials to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech

verify the preliminary determination of the mean of a word or phrase.

Cognitive Function (I Can): I can infer the meaning of unknown words using context clues. I can recognize and define common Greek and Latin affixes and roots. I can break down unknown words into units of meaning to infer the definition of the unknown word. I can verify my inferred meaning of an unknown word by consulting reference materials.


Reading / Listening

Use picture dictionaries / illustrated glossaries Match content-related objects/pictures to words

Use bilingual dictionaries and glossaries Use pre-taught vocabulary to complete simple sentences Classify/sort content-related visuals per oral descriptions

Use English dictionaries and glossaries Identify multiple meaning of words in context Use context clues

Use an array of strategies Apply learning strategies to new situations

Differentiate and apply multiple meanings of words/phrases Discriminate among multiple meanings of words

Writing / Speaking

Label pictures and graphs Create vocabulary / concept cards Begin to use general and high frequency vocabulary

Respond to yes/no, choice, and some WH- questions Convey content through high frequency words/phrases

Give opinion of word meanings Ask for clarification

Justify opinion of word meanings

Use analogies Negotiate meaning in group discussions

Academic Vocabulary: infer, context clues, affix, root, reference material


255


interpret figures of speech in context

use the relationship between particular words to better understand each of them

distinguish among the connotations of words with similar denotations

Cognitive Function (I Can): I can define and identify various forms of figurative language. I can distinguish between literal and figurative language. I can recognize word relationships and use them to further understand multiple words. I can recognize the difference between denotative and connotative meanings. I can analyze how certain words and phrases that have similar denotations can have very different connotations.


Reading / Listening

Use context clues. Differentiate between fact and opinion.

Identify figurative language. Differentiate and apply multiple meanings of words/phrases. Make inferences from grade-level texts read aloud.

Writing / Speaking

Extend sentence starters. Give opinions, preferences, and reactions along with reasons Ask for clarification.

Justify ideas. Defend a point of view.

Begin using analogies. Use and explain metaphors and similes. Discuss and give examples of abstract ideas.

Academic Vocabulary: figurative language, literal language, word relationships, denotation, connotation


256

Language Standard: L.6.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Cognitive Function (I Can): I can recognize the difference between general academic words and phrases and domain-specific words and phrases. I can acquire and use grade-appropriate academic and domain-specific words/phrases to increase comprehension and expression.


Reading / Listening

Match language to visual/graphic displays and representation Find single word responses to WH- questions using illustrated text

Identify information on charts or visuals based on oral statements Sort/group pre-taught words

Categorized content-based examples and Identify everyday examples of content-based concepts Identify multiple meanings of words in context Identify frequently used affixes and root words to make/ extract meaning

Complete content-related tasks of assignments based on oral discourse Identify specific language of different genres and informational texts

Discriminate among multiple types of vocabulary Differentiate and apply multiple meanings of words/phrases

Writing / Speaking

Begin to use general and high frequency vocabulary Repeat words, short phrases, and memorized chunks Generate lists from pre-taught words and word banks

Express everyday needs and wants Convey content through high frequency words Respond to yes/no and some WH- questions

Give brief oral content-based presentations

Explain and compare content-based concepts Connect ideas with supporting details and evidence

Communicate with fluency in social and academic contexts

Academic Vocabulary: general academic words, domain-specific words.


257

Writing Standard: W.6.1 - Write arguments to support claims with clear reasons and relevant evidence.

introduce claims, acknowledge and distinguish the claims from alternate or opposing claims, and organize the reasons and evidence logically

support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

use words, phrases, and clauses to create cohesion and clarify the relationships among claims, counterclaims, reasons, and evidence

establish and maintain a formal style

provide a concluding statement or section that follows from and supports the argument

Cognitive Function (I Can): I can identify a topic that causes or has caused a debate in society. I can choose a side of the argument and identify reasons that support my choice. I can determine the credibility of a source and the accuracy of the details presented in the source. I can support my argument with textual evidence found in credible sources. I can acknowledge counterclaims in my argument. I can present my argument in a formal style that included an introduction, supporting details with transitions, and provide a concluding statement/section that supports my argument.


Reading / Listening

Writing / Speaking

Create vocabulary / concept cards

Extend sentence starters with original ideas

Produce short paragraphs with main ideas and some details Give opinions, preferences, and reactions along with reasons

Create multiple-paragraph essays Justify ideas Use details/examples to support ideas

Produce research reports using multiple sources/citations

Academic Vocabulary: debate, counterclaim, transition, argument, evidence, claim, credible source


258

Writing Standard: W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension

develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples

use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts



provide a concluding statement or section that follows from and supports the information or explanation presented

Cognitive Function (I Can): I can select a topic and identify and gather relevant information to share with my audience. I can define common organizational/formatting structures and determine a structure that will allow me to organize my information best. I can analyze the information, identify vocabulary specific to my topic, and organize information into broader categories using my chosen structure. I can present my information in a formal style that includes an introduction that previews what is to follow, supporting details, varied transitions, and a concluding statement/section that supports the information presented.


Reading / Listening

Writing / Speaking



Produce short paragraphs with main ideas and some details Give opinions, preferences, and reactions along with reasons Compare/contrast information, events, and characters

Justify ideas using details/examples to support ideas Produce content related reports Use transition words to create cohesive passages Compose intro., body, and conclusion


Academic Vocabulary: organizational structures, formatting structures, transitions, cohesion


259

Writing Standard: W.6.3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically

use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters

use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events

use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

provide a conclusion that follows from and reflects on the narrated experiences or events

Cognitive Function (I Can): I can define narrative and describe the basic parts of plot. I can engage the reader by introducing the point of view, narrator, character, setting, and the event that starts the story in motion. I can use narrative techniques to develop a storyline where on event logically leads to another. I can use descriptive words and phrases that appeal to the senses, capture the action, and help my reader understand the experiences and events. I can signal changes in time and place by using transition words, phrases, and clauses to show relationships among experiences and events. I can write a logical conclusion that reflects on the experiences, events and provides a sense of closure.


Reading / Listening

Writing / Speaking


Complete pattern sentences Extend sentence starters with original ideas

Produce short paragraphs with main ideas and some details Compare/contrast information, events, characters

Create multiple-paragraph stories with details Use transition words to create cohesive passages Compose intro, body, conclusion

Begin using analogies Write narratives approaching grade-level competency

Academic Vocabulary: narrative, plot structure (exposition, rising action, climax, falling action, resolution), dialogue, transitions, conclusion


260

Writing Standard: W.6.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose

and audience. Cognitive Function (I Can): I can identify the writing style that best fits my task, purpose and audience.



Reading / Listening

Writing / Speaking

Produce high frequency words

Complete pattern sentences Complete graphic organizers with personal information Extend sentence starters

Produce short paragraphs with main ideas and some details Create compound sentences Explain steps in problem solving Complete graphic organizers that have been chosen for the student

Produce content-related reports Paraphrase or summarize text Create multiple-paragraph essays Choose and complete graphic organizers

Create expository text to explain graphs/charts Produce research reports using multiple sources / citations Begin using analogies

Academic Vocabulary: writing style, purpose, task, audience


261

Writing Standard: W.6.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revision, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Cognitive Function (I Can): I can use prewriting strategies to formulate ideas.

I can recognize that a well-developed piece of writing requires more than one draft. I can apply revision strategies with the help of others. I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.


Reading / Listening

Writing / Speaking

Complete graphic organizers with personal information Recopy story to fix corrections made by others

Complete graphic organizers that have been chosen for the student Work with teacher or peer to correct and recopy story

Choose and complete graphic organizers Edit and correct many mistakes in own writing Rewrite to clarify unclear sections when identified by others

Critique other’s writing Edit, correct, and rewrite own writing

Academic Vocabulary: revision strategy, edit, purpose, audience


262

Writing Standard: W.6.6 - Use technology, including the Internet to produce and publish writing as well as to interact and collaborate with others.

demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single setting

Cognitive Function (I Can): I can identify technology that will help me compose, edit, and publish my writing. I can demonstrate proper keyboarding skills to compose and prepare my writing for publication. I can choose credible websites on the internet that will help me compose, edit, and publish my writing, collaborate with peers, teachers, and other experts through technology to enhance my writing.


Reading / Listening

Writing / Speaking

Produce and publish short paragraphs with main ideas and some details Compare/contrast to choose appropriate technology

Create and publish multiple-paragraph essays Take notes from technology sources

Produce research reports with multiple sources Utilize technology to improve and publish writing



263

Writing Standard: W.6.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Cognitive Function (I Can): I can define research and distinguish how research differs from other types of writing.

I can focus my research around a central question. I can choose several sources and gather information to answer my research question. I can analyze the information found in my sources to determine if it provides enough support to answer my questions. I can refocus my research when needed and adjust my question when necessary.


Reading / Listening

Writing / Speaking

Explain steps in research Produce short paragraphs

Paraphrase or summarize text Take note for research purposes Produce content-related reports

Create expository text to explain graphs/charts Produce research reports using multiple sources and citations



264

Writing Standard: W.6.8 - Gather relevant information from multiple print and digital sources, using search terms effectively.

assess the credibility and accuracy of each source

quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic information for sources

Cognitive Function (I Can): I can determine the credibility and accuracy of a source by reviewing who wrote it, when it was written, and why it was written. I can use search terms effectively to gather information needed to support my research. I can define plagiarism. I can determine when my research data or facts must be quoted in my writing. I can avoid plagiarism by paraphrasing and/or summarizing my research findings. I can provide bibliographic information for sources that I paraphrased or quoted in my writing.


Reading / Listening

Evaluate the credibility of a source.

Writing / Speaking

Explain steps in research Produce short paragraphs Retell ideas



Academic Vocabulary: credibility, search terms, plagiarism, paraphrase, citation


265


Apply grade-level reading standards to literature and informational text



Reading / Listening

Writing / Speaking

Generate lists from pre-taught words/phrases

Respond to yes/no, choice, and some WH- questions

Compare/contrast information Give opinions, preferences, and reactions along with reasons Differentiate between fact and opinion

Justify ideas Use an array of strategies

Critique literary essays and articles Critique material and support argument

Academic Vocabulary: textual evidence, analysis, reflection, research


266




Reading / Listening

Writing / Speaking

Draw content-related pictures Label pictures and graphs

Complete pattern sentences Respond to yes/no, choice, and some WH- questions

Produce short paragraphs with main ideas and some details Compare/contrast information, events, characters Give opinions, preferences, and reactions along with reasons

Create multiple-paragraph essays that justify ideas Produce content-related reports Paraphrase or summarize text Take notes

Create expository texts to explain graphs/charts Produce research reports and near grade-level narratives Begin using analogies



267

Speaking and Listening Standard: SL.6.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed

pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion

review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing

Cognitive Function (I Can): I can review the required materials to be discussed and determine key points and/or central ideas. I can create questions and locate key textual evidence to contribute to a discussion on the given topic, text, or issue. I can define the rules and roles necessary for collaboration discussion. I can come prepared with key points and textual evidence to contribute to a discussion. I can participate in a discussion by posing questions, responding to questions, and elaborating on my own ideas and/or the ideas of others. I can review the key ideas presented in a discussion and paraphrase others’ ideas to show my understanding of multiple perspectives.


Reading / Listening

Identify information on charts or tables based on oral statements

Identify everyday examples of content-based concepts

Identify main ideas and details of oral discourse Role play, dramatize, or re-enact scenarios from oral reading

Evaluate intent of speech and act accordingly Make inferences from text and utilize them

Writing / Speaking

Answer yes/no and choice questions Answer select WH- questions within context of lessons or personal experiences

Convey content through high frequency words/phrases State big/main ideas of classroom conversation

Give brief oral content-based presentations State big/main ideas with some supporting details

Paraphrase and summarize ideas Connect ideas with supporting details/evidence Substantiate opinions with reasons and evidence

Defend a point of view and give reasons Communicate with fluency in academic contexts Negotiate meaning in group discussions

Academic Vocabulary: collaborate, elaborate, paraphrase, perspective


268

Speaking and Listening Standard: SL.6.2 - Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue

under study. Cognitive Function (I Can): I can identify the key ideas presented in a variety of media and formats.

I can explain how media and formats add meaning to a topic, text, or issue.


Reading / Listening





Writing / Speaking





Defend a point of view and give reasons Communicate with fluency in academic contexts Negotiate meaning in group discussions Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: media, format


269

Speaking and Listening Standard: SL.6.3 - Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence

from claims that are not. Cognitive Function (I Can): I can identify the side of an argument a speaker presents.

I can determine the credibility of a speaker and his or her purpose. I can identify claims that are supported by fact and those that are opinions. I can evaluate a speaker’s argument using evidence he/she provides to support his/her claims.


Reading / Listening


Identify everyday examples of content-based concepts. Differentiate between fact and opinion

Identify main ideas and details of oral discourse. Role play, dramatize, or re-enact scenarios from oral reading


Writing / Speaking




Paraphrase and summarize ideas Connect ideas with supporting details/evidenc Substantiate opinions with reasons and evidenc


Academic Vocabulary: argument, credibility, claim, fact, opinion


270

Speaking and Listening Standard: SL.6.4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.

use appropriate eye contact, adequate volume, and clear pronunciation

Cognitive Function (I Can): I can determine a logical sequence for presenting my claims and/or findings. I can support my claims and/or findings with pertinent descriptions, facts and details that support the main idea or theme. I can present my information using appropriate eye contact, adequate volume, and clear pronunciation.


Reading / Listening

Writing / Speaking

Begin to use general and high-frequency vocabulary

Convey content through high frequency words/phrases Communicate in social situations

Explain steps in processes Give opinions, preferences, and reactions along with reasons Give brief oral content-based presentations

Defend a point of view Explain and compare content-based concepts Substantiate opinions with reasons and evidence

Communicate with fluency in social and academic discussions Defend a point of view and give reasons Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: sequence, claim, findings, pertinent


271

Speaking and Listening Standard: SL.6.5 - Include multimedia components and visual displays in presentations to clarify information.

Cognitive Function (I Can): I can identify parts of my presentation that could use clarification. I can determine an appropriate media component of visual display to clarify my information.


Reading / Listening

Writing / Speaking

Answer yes/no and choice questions Draw content-related pictures Label pictures and graphs

Complete graphic organizers/forms with personal information Convey content through high frequency words/phrases

Give brief oral content-based presentations Produce short paragraphs with main ideas and some details

Connect ideas with supporting details/evidence Substantiate opinions with reasons and evidence Use details/examples to support ideas Compose intro/body/conclusion

Defend a point of view and give reasons Discuss and give examples of abstract, content-based ideas Produce research reports using multiple sources/citations

Academic Vocabulary: clarification, media component, visual display


272

Speaking and Listening Standard: SL.6.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or

appropriate. Cognitive Function (I Can): I can identify various reasons for speaking.

I can determine speaking tasks that will require a formal structure. I can compose a formal speech that demonstrates a command of grade 6 language standards.


Reading / Listening

Writing / Speaking

Repeat words, short phrases, and memorized chunks

Describe routines and everyday events Communicate in social situations

Use different registers inside and outside of class Begin to express time through multiple tenses

Paraphrase and summarize ideas




273


274

WIDA/COMMON CORE ALIGNMENT: Seventh Grade ELA Standards

275

Seventh Grade


276


277

Reading Standard for Literature Standard: RL.7.1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive Function (I Can): I can define textual evidence.

I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. I can read closely and find answers explicitly in text and answers that require an inference. I can analyze an author’s words and determine multiple pieces of textual evidence needed to support both explicit and inferential questions.


Reading / Listening


Locate main ideas in a series of simple sentence Find information from text structure


Interpret adapted classics of modified text Use an array of strategies Justify ideas Use details/examples to support ideas


Writing / Speaking

Academic Vocabulary: textual evidence, analyze, inference, explicit


278

Reading Standard for Literature Standard: RL.7.2 - Determine a theme or two or more central ideas of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot, and supporting ideas.

provide an objective summary of the text

Cognitive Function (I Can): I can define theme and summary. I can analyze plot to determine a theme. I can determine key events over the course of the text that contributes to the theme. I can compose an objective summary stating the key points of the text without adding my own opinions or feelings.


Reading / Listening





Writing / Speaking

Academic Vocabulary: theme, central idea, summary, opinion, objective


279

Reading Standard for Literature Standard: RL.7.3 - Analyze how particular elements of a story or drama interact.

analyze the interactions between individuals, events, and ideas in a text Cognitive Function (I Can): I can identify the elements of a story or drama.

I can explain how the elements of a story or drama interact and affect one another. I can recognize how making a change to one element of the story or drama could affect the other elements. I can explain how the individuals, events, and/or ideas in a text affect one another. I can analyze interactions between individuals, events, and/or ideas would be different if one of these elements changed.


Reading / Listening





Writing / Speaking

Academic Vocabulary: story/drama elements, individual, event, idea, infer


280

Reading Standard for Literature Standard: RL.7.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama

analyze the impact of a specific word choice on meaning and tone

Cognitive Function (I Can): I can define and identify various forms of figurative language. I can distinguish between literal language and figurative language. I can recognize the difference between denotative and connotative meanings. I can analyze why authors use rhyme and repetition of sounds to impact the reader and draw him/her to a particular section of the text.


Reading / Listening





Writing / Speaking

Academic Vocabulary: figurative language, literal language, denotative meaning, connotative meaning, technical meaning, tone, mood


281

Reading Standard for Literature Standard: RL.7.5 - Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

analyze how a drama’s or poem’s form or structure contributes to its meaning

Cognitive Function (I Can): I can analyze a text and determine the author’s organizational structure. I can explain how authors organize text and how the individual parts of a text contribute to the overall development of ideas. I can recognize the differences between the form/structure used in stories and the form/structure used in dramas and poems. I can analyze the structure of a drama and explain how parts of the drama affect the overall meaning/message. I can analyze the form/structure of a poem and explain how a poet’s choice of the form/structure affects the overall meaning.


Reading / Listening




Writing / Speaking

Academic Vocabulary: form, structure, drama, poem, organizational structure


282

Reading Standard for Literature Standard: RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Cognitive Function (I Can): I can define point of view as how the author feels about the text.

I can determine an author’s point of view and explain his/her purpose for writing the text. I can classify a point of view as to type of person. I can analyze how an author develops the points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words. I can explain why authors choose different points of view in a text. I can contrast the points of view of different character or narratives in a text. I can analyze how an author distinguishes his/her position as different from others by revealing his/her own thoughts, feelings, actions, and/or spoken words.


Reading / Listening




Writing / Speaking

Academic Vocabulary: point of view, purpose, position, first person, third person, third person limited, third person omniscient


283

Reading Standard for Literature Standard: RL.7.7 - Compare and contrast a written text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject. Cognitive Function (I Can): I can explain how text is presented in formats other than words.

I can compare a text and an audio, video, or multimedia version that portrays the same subject. I can contrast a text and an audio, video, or multimedia version that portrays the same subject. I can analyze how various mediums used in audio, video, or multimedia versions of a text can add to or change the way the subject is portrayed to an audience.


Reading / Listening

Complete graphic organizers Compare/contrast information, events, characters


Apply strategies to new situations Critique material and support argument

Writing / Speaking

Academic Vocabulary: multimedia, medium, format, compare, contrast


284

Reading Standard for Literature Standard: RL.7.8 - Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims. Cognitive Function (I Can): I can identify the side of an argument an author presents in a text.

I can determine the credibility of the author and his/her purpose. I can identify claims that are supported by facts and those that are opinions. I can evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient enough to support the claim.


Reading / Listening




Infer meaning from grade-level text Critique material and support argument Evaluate intent of text and act accordingly Discriminate between ideas

Writing / Speaking

Academic Vocabulary: argument, credibility, claim, fact, opinion, relevant, sufficient


285

Reading Standard for Literature Standard: RL.7.8 - Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretation of facts.

compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history

Cognitive Function (I Can): I can recognize that authors present information differently based on their point of view.

I can analyze how authors interpret and emphasize different evidence when writing about the same topic. I can compare and contrast how two authors communicate the same topic. I can describe how one author’s interpretation of a topic can be different from another author’s depending on the facts he/she chooses to emphasize. I can define historical fiction. I can compare and contrast fictional portrayals of time, place, or character and a historical account of the same time, place, or character. I can analyze how authors use or alter historical facts to develop their own fictional stories.


Reading / Listening

Complete graphic organizers Compare/contrast information, events, characters Differentiate between fact and opinion Answer questions about explicit information in text



Writing / Speaking

Academic Vocabulary: point of view, evidence, compare, contrast, interpretation, historical fiction


286




Reading / Listening

Recognize concepts of print. Find information from text structure.

Match main ideas of texts to visuals. State big ideas with some supporting details.

Use an array of strategies. Interpret adapted classics or modified text.

Infer meaning from modified grade-level text. Discriminate among multiple genres.

Writing / Speaking



287


explain the function of phrases and clauses in general and their function in specific sentences Cognitive Function (I Can): I can define phrase and clause and state their function in specific sentences.

I can use phrases and clauses to enhance my writing and/or speaking.


Reading / Listening

Sort/group pre-taught words or phrases Identify information in illustrated text

Identify phrases and clauses Categorize phrases and clauses

Identify specific language and interpret its effect on sentence meaning Apply learning strategies to new situations

Differentiate and apply multiple meanings and types of phrases Discriminate between phrases and clauses

Writing / Speaking

Extend sentence starters with original phrases or clauses Use modeled text to describe something or express everyday needs and wants

Create compound sentences Use different phrases and clauses inside and outside of class



Academic Vocabulary: phrase, clause


288


choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas

place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers

Cognitive Function (I Can): I can identify simple, compound, complex and compound-complex sentence structures. I can choose different sentence structures to signal differing relationships among ideas. I can define misplaced modifiers and dangling modifiers. I can identify and correct misplaced/dangling modifiers in my writing and/or speaking.


Reading / Listening





Writing / Speaking

Complete pattern sentences Connect simple sentences Convey content through high-frequency words/phrases

Create complex sentences Connect ideas using transitions



Academic Vocabulary: simple sentence structure, compound sentence structure, complex sentence structure, compound-complex sentence structure, misplaced modifier, dangling modifier


289


use a comma to separate coordinate adjectives

Cognitive Function (I Can): I can define coordinate adjectives and non-coordinate adjectives. I can determine when adjectives are coordinate and need to be separated by commas. I can determine when adjectives are non-coordinate and do not need to be separated by commas.


Reading / Listening


Find commas and adjectives in text Identify punctuation based on oral statements

Differentiate between uses of punctuation


Writing / Speaking





Create expository text utilizing correct punctuation Discuss usage of punctuation and give examples

Academic Vocabulary: coordinate adjectives, non-coordinate adjectives


290


spell correctly

Cognitive Function (I Can): I can identify misspelled words and use resources to assist me in spelling correctly.


Reading / Listening

Use picture dictionaries / illustrated glossaries

Use bilingual dictionaries and glossaries

Use English dictionaries and glossaries

Writing / Speaking

Label pictures and graphs with general and high frequency vocabulary

Use phonemic spellings Express everyday needs and wants






291


choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

Cognitive Function (I Can): I can choose words, phrases, and clauses that express my ideas precisely and concisely. I can recognize and eliminate areas of wordiness and/or redundancy to make language clear and concise for the reader/listener.


Reading / Listening

Categorize text as appropriate or too wordy

Identify instances of wordiness

Discriminate to eliminate wordiness from other’s writing

Writing / Speaking

Label pictures and graphs Answer yes/no and choice questions

Complete pattern sentences and extend sentence starters with original ideas Connect simple sentences Use high frequency words/phrases to convey thoughts and information

Give opinions, preferences and reactions along with reasons Produce short paragraphs with main ideas and some details Begin to use multiple tenses to express information

Create multiple-paragraph essays with supporting details Justify ideas Paraphrase or summarize text Substantiate opinions with reasons and evidence

Produce research reports using multiple sources/citations Defend a point of view and give reasons Communicate with fluency in social and academic contexts

Academic Vocabulary: precise, concise, wordiness, redundancy


292



use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech

verify the preliminary determination of the meaning of a word or phrase

Cognitive Function (I Can): I can infer the meaning of unknown words using context clues. I can recognize and define common Greek and Latin affixes and roots. I can break down unknown words into units of meaning to infer the definition of the unknown word. I can verify my inferred meaning of an unknown word by consulting general and specialized reference materials.


Reading / Listening






Writing / Speaking






Academic Vocabulary: infer, context clues, affix, root, reference material


293


interpret figures of speech in context

use the relationship between particular words to better understand each of the words

distinguish among the connotations of words with similar denotations

Cognitive Function (I Can): I can define and identify various forms of figurative language. I can distinguish between literal and figurative language. I can recognize word relationships and use the relationships to further understand multiple words. I can recognize the difference between denotative and connotative meanings. I can analyze how certain words and phrases that have similar denotations can have very different connotations.


Reading / Listening


Identify figurative language Differentiate and apply multiple meanings of words/phrases Make inferences from grade-level texts read aloud

Writing / Speaking

Extend sentence starters Give opinions, preferences, and reactions along with reasons Ask for clarification

Justify ideas Defend a point of view

Begin using analogies Use and explain metaphors and similes Discuss and give examples of abstract ideas

Academic Vocabulary: figure of speech, literal language, word relationships, denotation, connotation


294

Language Standard: L.7.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.

gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Cognitive Function (I Can): I can recognize the difference between general academic words/phrases and domain-specific words/phrases. I can acquire and use grade-appropriate academic and domain-specific words/phrases to increase comprehension and expression.


Reading / Listening



Categorized content-based examples and Identify everyday examples of content-based concepts Identify multiple meanings of words in context Identify frequently used affixes and root words to make / extract meaning



Writing / Speaking

Begin to use general and high frequency vocabulary Repeat words, short phrases, memorized chunks Generate lists from pre-taught words and word banks





Academic Vocabulary: general academic words, domain specific words


295







Cognitive Function (I Can): I can identify a topic that causes or has caused a debate in society. I can choose a side of the argument and identify reasons that support my choice. I can determine the credibility of a source and the accuracy of the details presented in the source. I can support my argument with textual evidence found in credible sources. I can acknowledge counterclaims in my argument. I can present my argument in a formal style that includes an introduction, supporting details with transitions, and provides a concluding statement/section that supports my argument.


Reading / Listening

Writing / Speaking

Create vocabulary/concept cards







296


introduce a topic clearly, previewing what is to follow

organize ideas, concepts, and information into broader categories

include formatting, graphics, and multimedia when useful to aiding comprehension

develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples

use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts



provide a concluding statement or section that follows from and supports the information or explanation presented



Reading / Listening

Writing / Speaking

Create vocabulary/concept cards



Justify ideas using details/examples to support ideas Produce content related reports Compose intro., body, and conclusion




297





use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events




Reading / Listening

Writing / Speaking








298

Writing Standard: W.7.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Cognitive Function (I Can): I can identify the writing style that best fits my task, purpose and audience.



Reading / Listening

Writing / Speaking

Produce high frequency words

Complete pattern sentences Complete graphic organizers with personal information Extend sentence starters



Create expository text to explain graphs/charts Produce research reports using multiple sources/citations Begin using analogies



299

Writing Standard: W.7.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Cognitive Function (I Can): I can use prewriting strategies to formulate ideas. I can recognize that a well-developed piece of writing requires more than one draft. I can apply revision strategies with the help of others.

I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.


Reading / Listening

Writing / Speaking







300

Writing Standard: W.7.6 - Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas efficiently as well as to interact and collaborate with others. Cognitive Function (I Can): I can identify technology that will help me compose, edit and publish my writing. I can determine the most efficient technology medium for presenting the relationships between information and ideas.

I can create hyperlinks to sources and use technology to cite sources. I can use technology to produce and publish my writing. I can collaborate with peers, teachers, and other experts through technology to enhance my writing.


Reading / Listening

Writing / Speaking




Academic Vocabulary: publish, technology


301

Writing Standard: W.7.7 - Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Cognitive Function (I Can): I can define research and distinguish how research differs from other types of writing.

I can focus my research around a central question that is provided or determine my own research worthy question. I can choose several sources and gather information to answer my research question. I can analyze the information found in my sources and determine if it provides enough support to answer my question.

I can create additional focused questions that relate to my original topic and allow for further investigation.


Reading / Listening

Writing / Speaking






302



quote or paraphrase the data and conclusions of others while avoiding plagiarism

follow a standard format for citation

Cognitive Function (I Can): I can determine the credibility and accuracy of a source by reviewing who wrote it, when it was written, and why it was written. I can use search terms effectively to gather information needed to support my research. I can define plagiarism. I can determine when my research data or facts must be quoted in my writing. I can avoid plagiarism by paraphrasing and/or summarizing my research findings. I can follow a standard format for citation to create a bibliography for sources I paraphrased or quoted in my writing.


Reading / Listening

Evaluate the credibility of a source

Writing / Speaking






303


Apply grade-level reading standards to literature and informational text. Cognitive Function (I Can): I can define textual evidence.

I can determine textual evidence that supports my analysis, reflection, and/or research. I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research.


Reading / Listening

Writing / Speaking


Respond to yes/no, choice, and some WH-questions






304




Reading / Listening

Writing / Speaking








305

Speaking and Listening Standard: SL .7.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

come to discussion prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to prove and reflect on ideas under discussion

follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed

pose questions that connect the ideas of several speakers and respond to questions and comments with relevant evidence, observations, and ideas

acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented

Cognitive Function (I Can): I can review and/or research the materials to be discussed and determine key points and/or central ideas. I can create questions and locate key textual evidence to contribute to a discussion the given topic, text, or issue. I can define the roles and rules necessary for collaborative discussion. I can come prepared with key points and textual evidence to contribute to a discussion. I can participate in a discussion by poising questions that connect the ideas of several speakers, responding to questions, and elaborating on my own ideas and/or the ideas of others. I can review the key ideas presented in a discussion, integrate them with my own when warranted, and justify my own views based on evidence introduced by others.


Reading / Listening





Writing / Speaking





Defend a point of view and give reasons Communicate with fluency in academic contexts Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: collaborate, elaborate, integrate, warranted, justify


306

Speaking and Listening Standard: SL .7.2 - Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issues under study. Cognitive Function (I Can): I can identify the main ideas and supporting details presented in a variety of media and formats.

I can explain how the ideas found in media and formats clarify the meaning of a topic, text, or issue.


Reading / Listening





Writing / Speaking






Academic Vocabulary: media, formats


307

Speaking and Listening Standard: SL .7.3 - Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Cognitive Function (I Can): I can identify the side of an argument a speaker presents.

I can determine the credibility of a speaker and his/her purpose. I can identify claims that are supported by facts and those that are opinions. I can evaluate if a speaker’s argument is reasonable using evidence he/she provides to support his/her claims. I can determine if a speaker has provided enough relevant evidence to support his/her claim or argument.


Reading / Listening


Identify everyday examples of content-based concepts Differentiate between fact and opinion



Writing / Speaking






Academic Vocabulary: argument, credibility, claim, fact, opinion, soundness, relevant evidence


308

Speaking and Listening Standard: SL .7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples.

use appropriate eye contact, adequate volume, and clear pronunciation

Cognitive Function (I Can): I can determine salient points and emphasize them when presenting my claims and/or findings. I can support my claims and/or findings with pertinent descriptions, facts, details, and examples that support the main idea or theme. I can present my information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation.


Reading / Listening

Writing / Speaking






Academic Vocabulary: salient, claim, finding, pertinent, sequence


309

Speaking and Listening Standard: SL .7.5 - Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Cognitive Function (I Can): I can identify parts of my presentation that could use clarification.

I can clarify information using the appropriate media component or visual display.


Reading / Listening

Writing / Speaking






Academic Vocabulary: salient, clarification, media component, visual display


310

Speaking and Listening Standard: SL .7.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Cognitive Function (I Can): I can identify various reasons for speaking.



Reading / Listening

Writing / Speaking








311


312

WIDA/COMMON CORE ALIGNMENT: Eighth Grade ELA Standards

313

Eighth Grade


314


315

Reading Standard for Literature Standard: RL.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive Function (I Can): I can define textual evidence.

I can define inference and explain how a reader uses textual evidence to reach a logical conclusion. I can read closely and find answers explicitly in text and answers that require an inference.


Reading / Listening


Locate main ideas in a series of simple sentence Find information from text structure


Interpret adapted classics of modified text Use an array of strategies Justify ideas. Use details/examples to support ideas


Writing / Speaking

Academic Vocabulary: textual evidence, analyze, inference, explicitly


316

Reading Standard for Literature Standard: RL.8.2 - Determine a theme or central idea of a text and analyze its development over the course of the text, including its

relationship to the characters, setting, and plot, and supporting ideas; provide an objective summary of the text. Cognitive Function (I Can): I can define theme and summary. I can analyze plot to determine a theme.

I can determine how key events, characters’ actions and interactions, and setting develop over the course of the text to contribute to the theme. I can compose an objective summary stating the key points of the text without adding my own opinions or feelings.


Reading / Listening





Writing / Speaking

Academic Vocabulary: theme, summary, objective, central idea, opinion


317

Reading Standard for Literature Standard: RL.8.3 - Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke discussion.

analyze how a text makes connections among and distinctions between individuals, ideas, or events

Cognitive Function (I Can): I can identify particular lines of dialogue in a story or drama that propel the action, reveal aspects of a character, or provoke a decision. I can analyze how a particular line of dialogue in a story or drama propels the action. I can analyze how a particular line of dialogue in a story or drama reveals aspects of a character. I can analyze how a particular line of dialogue in a story or drama provokes a decision. I can identify particular incidents in a story or drama that propel the action, reveal aspects of a character, or provoke a decision. I can analyze how a particular incident in a story or drama propels the action.

I can analyze how a particular incident in a story or drama reveals aspects of the character. I can analyze how a particular incident in a story or drama provokes a decision. I can recognize how making a change to one line of dialogue or one incident of a story or drama could affect the actions aspects of a character, or decisions.


Reading / Listening




Writing / Speaking

Academic Vocabulary: dialogue, analyze


318

Reading Standard for Literature Standard: RL.8.4 - Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings

analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts

Cognitive Function (I Can): I can define and identify various forms of figurative language. I can distinguish between literal language and figurative language. I can recognize the difference between denotative meanings and connotative meanings. I can analyze why authors choose specific words to evoke a particular meaning or tone. I can define and identify analogies and allusions. I can analyze why authors choose to include particular analogies and allusion.


Reading / Listening





Writing / Speaking

Academic Vocabulary: figurative language, denotative meaning, analogy, literal language, connotative meaning, allusion


319

Reading Standard for Literature Standard: RL.8.5 - Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept

Cognitive Function (I Can): I can compare and contrast the structures found in two or more texts. I can analyze the structure of a specific paragraph in a text and determine how this paragraph helps to develop or refine a key concept. I can analyze the differing structures of two or more text and determine how the differences affect the overall meaning and style of each text. I can analyze and explain how the roles of particular sentences help to develop and refine the author’s key concept. I can infer why an author chose to present his/her text using a particular structure.


Reading / Listening




Writing / Speaking

Academic Vocabulary: compare, contrast, text structure, refine, infer


320

Reading Standard for Literature Standard: RL.8.6 - Analyze how differences in the point of view of the characters and the audience or reader create such effects as suspense or humor.

determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints

Cognitive Function (I Can): I can recognize how an author develops the points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words.

I can recognize how the points of view of characters and audience or reader can be different. I can analyze how differing points of view can be created by various effects. I can define point of view as how the author feels about the situation/topic of a text. I can determine an author’s point of view and explain his/her purpose for writing the text. I can analyze how an author acknowledges and responds to conflicting evidence or viewpoints.


Reading / Listening



Writing / Speaking

Academic Vocabulary: point of view, purpose, analyze, dramatic irony, suspense


321

Reading Standard for Literature Standard: RL.8.7 - Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

evaluate the advantages and disadvantages of using different mediums to present a particular topic or idea. Cognitive Function (I Can): I can compare and contrast a filmed or live production of a story or drama and the original text or script.

I can identify various techniques used in a filmed or live production of a story or drama. I can analyze how various techniques used in a filmed or live production of a story or drama can add to or change the experience of the audience. I can evaluate why directors choose to stay faithful to or depart from a text and/or script. I can explain how informational text is presented in different mediums. I can analyze a particular topic or idea and explore how authors use different mediums of presentation. I can evaluate the advantages and disadvantages of presenting a topic or idea in different mediums.


Reading / Listening



Apply strategies to new situations Critique material and support argument

Writing / Speaking

Academic Vocabulary: medium, analyze, evaluate, compare, contrast


322

Reading Standard for Literature Standard: RL.8.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient.

recognize when irrelevant evidence is introduced Cognitive Function (I Can): I can identify the side of an argument an author presents in a text.

I can determine the credibility of the author and his/her purpose. I can identify claims that are supported by facts and those that are opinions. I can recognize when an author introduces irrelevant evidence to his/her argument. I can delineate and evaluate an argument using the evidence an author provides and determine if the evidence provided is relevant and sufficient enough to support the claim.


Reading / Listening




Infer meaning from grade-level text Critique material and support argument Evaluate intent of text and act accordingly Discriminate between ideas

Writing / Speaking

Academic Vocabulary: delineate, claim, relevant, argument, fact, sufficient, credibility, opinion


323

Reading Standard for Literature Standard: RL.8.9 - Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new

Cognitive Function (I Can): I can recognize how two or more texts can provide conflicting information on the same topic.

I can analyze how authors interpret and emphasize different evidence when writing about the same topic. I can compare and contrast how two or more texts communicate the same topic. I can identify where two or more texts on the same topic disagree on matters of fact or interpretation. I can describe how one author’s interrelation of a topic can be different from another author’s depending on how the facts are interpreted. I can identify themes, patterns of events, or characters from myths, traditional stories, or religious works that are found in modern works of fiction. I can compare and contrast traditional themes, events, or characters to modern interpretations of the same themes, events, or characters. I can analyze and describe how authors of modern works of fiction draw on traditional themes, events, or characters and render them new.


Reading / Listening

Complete graphic organizers Compare/contrast information, events, characters Differentiate between fact and opinion Answer questions about explicit information in text



Writing / Speaking

Academic Vocabulary: point of view, compare, contrast, interpretation, evidence, theme, modern work of fiction, render


324

Reading Standard for Literature Standard: RL.8.10 - By the end of the year, read and comprehend literary nonfiction, literature, and poems at the high end of the grades 6-8 text complexity band independently and proficiently. Cognitive Function (I Can): I can closely read complex grade level texts.



Reading / Listening

Recognize concepts of print Find information from text structure

Match main ideas of texts to visuals State big ideas with some supporting details

Use an array of strategies Interpret adapted classics or modified text

Infer meaning from modified grade-level text Discriminate among multiple genres.

Writing / Speaking



325


explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences Cognitive Function (I Can): I can define, identify, and explain the function of a gerund, participle, and infinitive.


Reading / Listening

Recognize and identify gerunds, participles, and infinitives Match instructional language with visual representation

Locate gerunds, participles, and infinitives in a sentence Sort words into categories Classify/sort content visuals per oral descriptions

Identify frequently used affixes and multiple meanings of words in context Categorize content-based examples from oral directions Identify everyday examples of content-based concepts described orally


Infer meaning from modified grade-level text (How does meaning change when you modify the gerunds, participles, infinitives?)

Writing / Speaking

Answer WH- questions about gerunds, participles, and infinitives Label gerunds, participles, and infinitives

Complete pattern sentences Extend sentence starters with original ideas Describe gerunds, participles, and infinitives from discussion

Create sentences using gerunds, participles, and infinitives. Retell/rephrase ideas from speech.

Correctly use gerunds, participles, infinitives in multiple-paragraph essays Take notes Paraphrase and summarize ideas presented orally

Use and explain gerunds, participles, and infinitives Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: gerund, participle, infinitive


326


form and use verbs in the active and passive voice Cognitive Function (I Can): I can explain the difference between verbs in the active voice and the passive voice.

I can create sentences with verbs in the active and passive voices.


Reading / Listening

Recognize and identify verbs

Classify/sort content visuals per oral descriptions

Categorize content-based examples from oral directions Identify everyday examples of content-based concepts described orally


Infer meaning from modified grade-level text (How does meaning change when you change voice?)

Writing / Speaking

Complete pattern sentences Extend sentence starters with original ideas Describe active and passive voice in class discussions

Create sentences using active and passive voice Retell/rephrase ideas from speech

Correctly use active and passive voice in multiple-paragraph essays Take notes Paraphrase and summarize ideas presented orally

Use and explain active and passive voice Discuss and give examples of abstract, content-based ideas

Academic Vocabulary: active voice, passive voice


327


form and use verbs in then indicative, imperative, interrogative, conditional, and subjunctive mood Cognitive Function (I Can): I can explain the difference between verbs in the indicative mood, imperative mood, interrogative mood, conditional mood, and subjunctive mood, as well as create sentences with verbs in each of these moods.


Reading / Listening

Match content-related objects / pictures to words (match sentences to pictures) Match instructional language with visual representation

Locate verbs in series of simple sentences and identify the mood Classify/sort content-related visuals per oral descriptions

Identify verb moods in context Match definitions to examples

Identify specific language in different genres and informational text Complete content-related tasks or assignments based on oral discourse

Infer meaning from grade-level text based on verb mood Evaluate intent of speech and act accordingly

Writing / Speaking

Draw content-related pictures Create vocabulary/concept cards Answer select WH- questions about verb moods

Complete pattern sentences Extend sentence starters with original ideas Define various verb moods

Produce short paragraphs with appropriate verb mood usage Retell/restate the main idea of the lesson

Correctly use verb moods in multiple paragraph essays Explain and compare content-based concepts

Use and explain verb moods Discuss and give examples of verb moods

Academic Vocabulary: indicative mood, imperative mood, interrogative mood, conditional mood, subjunctive mood


328

Language Standard: L.8.1d - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

recognize and correct inappropriate shifts in verb voice and mood Cognitive Function (I Can): I can identify and correct inappropriate shifts in verb voice and mood.


Reading / Listening


Answer questions about explicit information in texts Associate oral language with different time frames

Interpret voice/mood in adapted or modified texts Apply learning strategies to new situations

Critique material and support argument Make inferences from grade-level text read aloud based on verb voice and mood

Writing / Speaking

Complete pattern sentences Convey content through high frequency words/phrases

Create compound sentences State big/main idea of lesson with some supporting details

Paraphrase or summarize text to take notes on content Identify and correct inappropriate shifts in verb voice and mood in multiple paragraph text

Critique literary essays or articles and correct inappropriate usage as well as give support for corrections Negotiate meaning of verb voice/mood in group discussions

Academic Vocabulary: verb voice, mood


329

Language Standard: L.8.2a - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Cognitive Function (I Can): I can determine when to capitalize words.


Reading / Listening

Recognize concepts of print Match instructional language with visual representation

Find information from text structure Identify information in print based on oral statements

Identify everyday examples of content-based concepts described orally

Identify specific language from different genres and informational text

Apply strategies to new situations

Writing / Speaking


Connect simple sentences Extend sentence starters with original ideas State big/main ideas of classroom discussion

Create compound sentences using correct capitalization Produce short paragraphs using correct capitalization

Create multiple-paragraph essays using correct capitalization

Defend choice of capitalization and give reasons

Academic Vocabulary: capital letter, proper noun


330


spell correctly Cognitive Function (I Can): I can identify misspelled words and use resources to assist me in spelling correctly.


Reading / Listening

Use picture dictionaries / illustrated glossaries

Use bilingual dictionaries and glossaries

Use English dictionaries and glossaries

Writing / Speaking

Label pictures and graphs with general and high frequency vocabulary

Use phonemic spellings Express everyday needs and wants






331

Language Standard: L.8.2c - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

use punctuation (comma, ellipsis, dash) to indicate a pause or break

use an ellipsis to indicate an omission Cognitive Function (I Can): I can determine when to capitalize words.

I can determine when to use a comma, ellipsis, or dash to indicate a pause or break. I can use an ellipsis to show when words I am quoting are left out in the middle or at the end of a sentence.


Reading / Listening


Find comma, ellipsis, and dash in text Identify punctuation based on oral statements

Differentiate between use of each punctuation



Writing / Speaking





Create expository text utilizing correct punctuation. Discuss usage of various punctuation and give examples

Academic Vocabulary: ellipsis, dash


332


use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact)

Cognitive Function (I Can): I can create sentences with verbs in the active and passive voices, as well as the conditional and subjunctive moods, to achieve a particular effect.


Reading / Listening

Associate oral language with different moods or effects Make predictions based on illustrated text

Role play, dramatize, or re-enact scenarios based on oral readings


Writing / Speaking

Complete pattern sentences Extend sentence starters

Begin to express ideas with different moods or effects in short paragraphs

Connect and explain ideas utilizing mood to achieve different effects in complete and multiple paragraph essays

Communicate with fluency in various contexts and for various purposes

Academic Vocabulary: active voice, passive voice, conditional mood, subjunctive mood


333

Language Standard: L.8.4 - Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.


use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech

verify the preliminary determination of the meaning of a word or phrase

Cognitive Function (I Can): I can infer the meaning of unknown words using context clues, affixes, and roots. I can find or check the meanings of words in different reference materials.


Reading / Listening






Writing / Speaking






Academic Vocabulary: infer, context clue, affix, root, reference material, dictionary, thesaurus, glossary


334

Language Standard: L.8.5a - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

interpret figures of speech in context (simile, metaphor, hyperbole, personification, alliteration, onomatopoeia)

use the relationship between particular words to better understand each of the words Cognitive Function (I Can): I can define and identify various forms of figurative languages.

I can distinguish between literal and figurative language. I can recognize word relationships and use the relationships to further understand multiple words.


Reading / Listening


Identify figurative language Differentiate and apply multiple meanings of words/phrases Make inferences from grade-level texts read aloud

Writing / Speaking

Extend sentence starters Give opinions, preferences, and reactions along with reasons Ask for clarification

Justify ideas Defend a point of view

Begin using analogies Use and explain metaphors and similes Discuss and give examples of abstract ideas

Academic Vocabulary: figure of speech, literal, word relationships


335

Language Standard: L.8.5b - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

distinguish among the connotations of words with similar denotations Cognitive Function (I Can): I can recognize the difference between denotative meanings and connotative meanings.

I can analyze how certain words and phrases that have similar denotations can have very different connotations


Reading / Listening

Use picture dictionaries and illustrated glossaries Match language to visual displays and representation

Use bilingual dictionaries and glossaries Classify/sort content-related visuals

Identify multiple meanings of words in context Use English dictionaries and glossaries Use learning strategies described orally

Use an array of strategies to determine a word’s meaning

Differentiate and apply multiple meanings of words/phrases Evaluate intent of speech and act accordingly

Writing / Speaking

Label pictures Create vocabulary cards Begin using general and high frequency vocabulary

Complete pattern sentences with pre-taught words Convey content through high frequency words/phrases

Compare/contrast information Retell/rephrase ideas from speech

Paraphrase words and text Explain and compare word meanings and usage

Negotiate meaning in group discussions

Academic Vocabulary: denotation, connotation


336

Language Standard: L.8.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases

gather vocabulary knowledge when considering a word or phrase important to comprehension or expression Cognitive Function (I Can): I can recognize the difference between general academic words and phrases and domain-specific words and phrases.

I can acquire and use grade-appropriate academic and domain-specific words to increase comprehension and expression.


Reading / Listening



Categorized content-based examples and Identify everyday examples of content-based concepts Identify multiple meanings of words in context Identify frequently used affixes and root words to make / extract meaning



Writing / Speaking

Begin to use general and high frequency vocabulary Repeat words, short phrases, memorized chunks Generate lists from pre-taught words and word banks





Academic Vocabulary: general academic words, domain specific words


337







Cognitive Function (I Can): I can identify a topic that causes or has caused a debate in society.

I can choose a side of the argument and identify reasons that support my choice.

I can determine the credibility of a source and the accuracy of the details presented in the source.

I can support my argument with textual evidence found in credible sources.

I can acknowledge counterclaims in my argument.

I can present my argument in a formal style that included an introduction, supporting details with transitions, and provide a concluding

statement/section that supports my argument.


Reading / Listening

Writing / Speaking








338


Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting, graphics, and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the information or explanation presented.



Reading / Listening

Writing / Speaking




Justify ideas using details/examples to support ideas Produce content related reports Use transition words to create cohesive passages Compose intro., body, and conclusion




339








Reading / Listening

Writing / Speaking








340

Writing Standard: W.8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Cognitive Function (I Can): I can identify the writing style that best fits my task, purpose and audience.



Reading / Listening

Writing / Speaking

Produce high frequency words Complete pattern sentences Complete graphic organizers with personal information Extend sentence starters



Create expository text to explain graphs/charts Produce research reports using multiple sources / citations Begin using analogies



341

Writing Standard: W.8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Cognitive Function (I Can): I can use prewriting strategies to formulate ideas.

I can recognize that a well-developed piece of writing requires more than one draft.

I can apply revision strategies with the help of others. I can edit my writing by checking for errors in capitalization, punctuation, grammar,

spelling, etc.

I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary.

I can prepare multiple drafts using revisions and edits to develop and strengthen my writing.

I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach.


Reading / Listening

Writing / Speaking







342

Writing Standard: W.8.6 - Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas efficiently as well as to interact and collaborate with others. Cognitive Function (I Can): I can identify technology that will help me compose, edit and publish my writing.

I can determine the most efficient technology medium for presenting the relationships between information and ideas. I can use technology to produce and publish my writing. I can collaborate with peers, teachers, and other experts through technology to enhance my writing.


Reading / Listening

Writing / Speaking




Academic Vocabulary: publish, technology


343

Writing Standard: W.8.7 - Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Cognitive Function (I Can): I can define research and distinguish how research differs from other types of writing.

I can focus my research around a central question that is provided or determine my own research worthy question. I can choose several sources and gather information to answer my research question. I can analyze the information found in my sources and determine if it provides enough support to answer my question. I can create additional focused questions that relate to my original topic and allow for further investigation.


Reading / Listening

Writing / Speaking






344



quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Cognitive Function (I Can): I can determine the credibility and accuracy of a source by reviewing who wrote it, when it was written, and why it was written. I can use search terms effectively to gather information needed to support my research. I can define plagiarism. I can determine when my research data or facts must be quoted in my writing. I can avoid plagiarism by paraphrasing and/or summarizing my research findings. I can follow a standard format for citation to create a bibliography for sources I paraphrased or quoted in my writing.


Reading / Listening

Evaluate the credibility of a source

Writing / Speaking






345


apply grade-level reading standards to literature and informational text



Reading / Listening

Writing / Speaking


Respond to yes/no, choice, and some WH-questions






346




Reading / Listening

Writing / Speaking








347

Speaking and Listening Standard: SL .8.1 - Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues, building on other’s ideas and expressing their own clearly.

come to discussion prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to prove and reflect on ideas under discussion

follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed

pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas

acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented

Cognitive Function (I Can): I can review and/or research the materials to be discussed and determine key points and/or central ideas. I can create questions and locate key textual evidence to contribute to a discussion the given topic, text, or issue. I can come prepared with key points and textual evidence to contribute to a discussion. I can participate in a discussion by poising questions that connect the ideas of several speakers, responding to questions, and elaborating on my own ideas and/or the ideas of others. I can track the progress of a discussion and recognize when the discussion is getting off topic. I can make relevant observations and use my ideas and comments to further the discussion. I can review the key ideas presented in a discussion, integrate them with my own when warranted, and justify my own views based on evidence introduced by others.


Reading / Listening





Writing / Speaking





Defend a point of view and give reasons Communicate with fluency in academic contexts Negotiate meaning in group discussions

Academic Vocabulary: collaborate, elaborate, integrate, warranted, justify


348

Speaking and Listening Standard: SL.8.2 - Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation. Cognitive Function (I Can): I can identify various purposes for presenting information to a reader or audience.

I can analyze the information presented in a variety of media and formats to determine the purpose of the presentation. I can evaluate the motives behind various presentations.


Reading / Listening

Identify the main idea of information

Identify the main idea and some details of information

Identify main ideas and details of information

Evaluate intent of speech and act accordingly Make inferences Discriminate among purposes for writing

Writing / Speaking

Ask for clarification Explain and compare content-based concepts Substantiate opinions with reasons and evidence

Negotiate meaning in group discussions

Academic Vocabulary: media, formats, purpose, motive


349

Speaking and Listening Standard: SL.8.3 - Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Cognitive Function (I Can): I can identify the side of an argument a speaker presents.

I can determine the credibility of a speaker and his/her purpose. I can identify claims that are supported by facts and those that are opinions. I can evaluate if a speaker’s argument is reasonable using evidence he/she provides to support his/her claims. I can identify if a speaker has introduced irrelevant evidence when presenting his/her claim. I can determine if a speaker has provided enough relevant evidence to support his/her claim or argument.


Reading / Listening


Identify everyday examples of content-based concepts Differentiate between fact and opinion



Writing / Speaking




Paraphrase and summarize ideas Connect ideas with supporting details/evidence Substantiate opinions with reasons and evidence.


Academic Vocabulary: argument, credibility, claim, fact, opinion, relevant evidence, irrelevant evidence


350

Speaking and Listening Standard: SL.8.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Cognitive Function (I Can): I can determine salient points and emphasize them when presenting my claims and/or findings.

I can support my claims and/or findings with relevant evidence, sound valid reasoning, and well-chosen details. I can present my information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation.


Reading / Listening

Writing / Speaking






Academic Vocabulary: salient, claim, finding, relevant evidence


351

Speaking and Listening Standard: SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Cognitive Function (I Can): I can identify parts of my presentation that could use clarification, strengthening, and/or additional interest.

I can integrate appropriate media component or visual display to improve my presentation.


Reading / Listening

Writing / Speaking






Academic Vocabulary: clarification, media component, visual display


352

Speaking and Listening

Standard: SL.8.6 - Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Cognitive Function (I Can): I can identify various reasons for speaking.



Reading / Listening

Writing / Speaking








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Documents

NATIONAL HERITAGE ACADEMIES: Hamtramck Academy